Physics schedule 10/27/1410/27 GPE and KE TB p 365-367 TBp 370 #1-610/28 GPE and KE TB. WB p. 49-50 and video GPE KE

10/29 EPAS / 5th and 6th Science Fair Work

10/30 Graphing Motion Activity TB: pg. 35 HW: TB pg. 41-43 read and take cornell notes

10/31 Motion Graphs WB: pg. 47-48

Bell ringer: 1. At what point in the swing of the 200kg wrecking ball should the ball make contact with the wall to make a collision with the greatest kinetic energy? 2. What is the GPE at point 4 if the ball is 5 meters off the ground?

Date: 10/27 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate

information into a table, graph, or diagram

Background check comments on turnitin and make adjustments

Date: 10/27 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate

information into a table, graph, or diagram

With your shoulder partner complete TB p. 370 #1-6

10 min

Date: 10/27 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate

information into a table, graph, or diagram

With your shoulder partner complete TB p. 370 #1-6

Class discussion

ME = KE + GPE

Date: 10/27 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate

information into a table, graph, or diagram

Bell ringer: Fill in the a chart based on the pendulum’s positions.mass of bob=.4kg height at #1=.24m

Date: 10/28 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate

information into a table, graph, or diagram

Position of bob Height (m) GPE (J) =mgh KE (J)=1/2 mv2 GPE + KE (J)

1 .24m

2 .12m

3 0 m

GPE and KE TB. WB p. 49-50

ME = KE + GPE

Date: 10/28 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate

information into a table, graph, or diagram

Video GPE KE

Date: 10/28 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate

information into a table, graph, or diagram

Bell Ringer: Which ball will have the greatest velocity at the bottom of the ramp, if they all start at the

same height? Why?

Date: 9/20 Goal: I can understand how height affects velocity in terms of energy

A B C DAll the same

Open your notebook to CN from TB p. 362

Date: 9/20 Goal: I can understand how height affects velocity in terms of energy

A B C DAll the same

Quiz

Date: 9/20 Goal: I can understand how height affects velocity in terms of energy

A B C DAll the same

Distance stays the same and height changes

Title: 10/7-8 Homework: In your notebook, write a summary of the

relationship between speed at the bottom of a ramp and both height and distance of the ramp. Based on the results from your activity. Did the height or distance change have a greater effect on the speed at the

bottom of the ramp? (5-10 sentences) This is on the weekly schedule on Mr. Stoll’s

web page

10/9 xXx Movie Calculation

Vin Deisel is trying to catch a jet boat to dismantle a bomb. He has to drive his GTO 50 miles to catch the

boat. The boat is traveling 10 miles up river at a velocity of 40 mile per hour.

1.How do you calculate the average velocity at which 50miles 10miles

the GTO must travel? 40mi./h

2. Is this possible in real life? Why or Why not?

Date: 10/29 Goal: I can graph motion and can understand the relationship between distance and time.

Bell Ringer: Below are two balls with the same mass. Ball 1start at a height of 3m and ball 2 starts at a height of 2m. Bothballs roll down the incline. Based on your results of the inclineactivity and pendulum activity, which ball will have the greatervelocity at the bottom of the incline? Explain why

Date: 10/1 Goal: I can graph motion and can understand the relationship between distance and time.

With your group of 4 perform the activity TB p. 35 #4-8 anddraw and answer the questions in your NB. All group member will write answers in their NB

RolesPerson 1 performs the activity Person 2 operates the GLX Person 3 read the directionPerson 4 writes results and check

Front of Class

Today’s activityTB p 35 complete the following questions and

activities in your notebookTitle TB p. 35 10/1#4 a-e#5a-b#6a-b#7a-d#8a-f

Date: 10/3 Goal: I can graph motion and can understand the relationship between distance and time.

Bell Ringer: 1.Draw a distance vs time graph of a ball rolling across a table away from you at a constant speed. 2.Draw a distance vs time graph of a ball at rest on a table.

d

t

d

t

10/3 Today’s activity

Independently read TB p.41-43 Model III and take cornell notes

10 minutes

10/3 Today’s activity

With your partner answer #6 on TB p. 501. Partner 1 does a and Partner 2 does bThen you share your results2. Partner 1 does c and Partner 2 does dThen you share your results.

10/3 Today’s activity

Independently read TB. 37-39 and take cornell Notes.

10 minutes

10/3 Today’s activity

With your partner answer #7 on TB p. 501. Partner 1 does a and Partner 2 does bThen you share your results2. Both work on c.

Date: 10/4 Goal: I can describe the motion in each graphBell Ringer: Describe the motion in each graph

1 2

34

10/26/12

Workbook p 49- 50 pair share