DAY 52

NGSS Standard (this is what we're learning with this unit)

Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]

#Goals: SWBAT...

1. Determine 3rd Law force pairs

2. Draw correct FBD's, with appropriate vector magnitude and direction.

3. Use FBD's to find Net Force

WARM-UP

1. Construct a free-body diagram for the following object; label the forces according to type. Use g = 9.8 m/s2 to determine the magnitude of all forces and the net force and acceleration of the object.

- A 2-kg box is sliding to the right across a table. The force of friction upon the box is 5 N

2. How many candy bars worth of friction is 5N?

CLASSWORK

1. #052A: 3rd Law Force Pairs (10min)

• Practice identifying interaction (force) pairs by listing (in your notes) all six of the pictured pairs at the following LINK.

2. #052B: Make Room 37 Pretty Again #MRPA (30min)

• Today SCIENCE and ART will band together, to Make Room 37 Pretty Again #MRPA

  • Your task: take one of the Wizard level problems you already solved (LINK), and make the solution look professional, interesting, and cool. For Mastery level scores, modify the scenario and include a real object, with real masses, real mu value, etc. 

  • For example, you could diagram a 2019 Ford Mustang slowing down on pavement. To be accurate, you would look up the mass of a 2019 Mustang, the coefficient of friction between tires and pavement, choose a reasonable acceleration value (most street tires can only handle up to about 9m/s2), and calculate the actual numbers for Fg Fn Ff.

  • Cool link for tire coeff of friction (thanks Maya!): http://hpwizard.com/tire-friction-coefficient.html

• Your tools: The already solved problem, your notebook, a piece of White Drawing Paper, some markers, and...... the rubric: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2772035

• The Steps: 

  • Map out a rough draft showing where you'll put all the components of your drawing (2-4min). You should do this in your notebook, under where you wrote the scenario for today's warm-up

  • I suggest you paraphrase the scenario - it's rather long. 

  • Want to be creative? Add a character, or a poem, or a cooler object than just a plain square box...? Want to draw your FBD the easy (slightly incorrect) way, or the harder (but correct) way?  

  • Draw it!

  • #MRPA

LEARNING AT HOME (HW)

1. Complete #052B #MPRA. Due by Friday

2. Forces/Newton's Laws Exam: 

• next week, Tuesday

• Begin reviewing by answering questions in the link below:

  • PROBLEMS: 1-6 (all), 7(a-i), 8a, 9, 10, (skip 11), 37(a-e) 

  • LINK: https://www.physicsclassroom.com/reviews/Newtons-Laws/Newtons-Laws-Review-Questions-with-Links

• Wednesday, we will have flex-time for you to work on MRPA and/or Exam Review Problems

• Thursday, we will have our Annual Newton's Laws Olympics

• Friday, a bit more practice for the exam & semester reflections

• Tuesday, exam

NGSS Standard (this is what we're learning with this unit)

Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]

#Goals: SWBAT...

1. Draw correct FBD's, with appropriate vector magnitude and direction.

2. Use FBD's to find Net Force

3. Describe the relationship between mass, net force, and acceleration

Warm-Up (4min)

It’s a short period - work efficiently. When a person shoots a rifle, the forces on the bullet and the rifle are equal and opposite. Why does the bullet accelerate much faster than the rifle? Which law(s) does this example illustrate?

CLASSWORK

1. I'll check your HW from Day 51 & 52 on Wednesday, and we will go over it in class that day.

2. #052A: Knowledge Inventory: Newton’s Laws & Forces

• • Instructions: Your job: Read the instructions on the handout, then complete the Pre-Inventory section of the chart.      

  • Handout is on my desk

3. #052B: Concept Builder:  Fnet = m•a

• • Objective: Students will use Newton’s 2nd Law equation (Fnet = m•a)to

  • Complete “Activity #1: Basic Problems” and “Activity #2: Different Masses”

  • Write your labeled diagrams (AKA answers) in your notes. You should have a total of six correct diagrams.

  • Link to activity: LINK

Ask your substitute teacher to put their signature at the end of your work/notes for the day

4. If you finish early, work on the Learning at Home (HW) video (see below)

Learning at Home (HW)

A. Complete unfinished classwork

B. #052C: Review the concept of the Newton. Take notes and answer the following three questions

1. Did I take notes?

2. What common household object does the instructor use to show the force of one Newton?

3. Solve the force problem before the instructor does. Check his answer to make sure it's correct

https://www.youtube.com/watch?v=A2kXTX3rnKk

Goals: SWBAT...

1. Answer the following question: Momentum - Is it conserved in an explosion?

Turn in Cart & Brick Lab at beginning of class. 

Warm-Up (after the quiz - 5min):

1. A 0.5-kg ball moving at 5 m/s strikes a wall and rebounds in the opposite direction with a speed of 2 m/s. If the impulse occurs for a time duration of 0.01 s, then the average force (magnitude only) acting upon the ball is ____ Newtons. Solve, then choose the correct answer below.

CLASSWORK

1. #052A: Quiz

• • grading will occur tomorrow

  • retakes available tomorrow during nutrition, or next week

2. #052B: Elastic vs. Inelastic Collisions Review

• For all collisions & explosions, momentum (is/is not) conserved.

• A collision in which energy is converted to heat and sound is (elastic/inelastic/perfectly inelastic)

• A collision in which a bouncing ball returns to its original height is (elastic/inelastic/perfectly inelastic)

• A collision in which a dropped ball sticks to the table (doesn't bounce) is (elastic/inelastic/perfectly inelastic)    

3. #052C: Is momentum conserved during an explosion?

• You likely know the answer, but how could you use data to prove it?

• Work by yourself or in a small group (2-3 total) 

• Record data in pencil. Do any math NEATLY on a separate sheet of paper, and staple it to the handout. 

• Two or more people should do math INDEPENDENTLY, then compare answers. 

• Lab data and questions are due tomorrow. 

• Absent? Link to handout is here: LINK

• Link to activity is here: LINK

At Home Learning (HW) 

1. Lab questions & data are due Friday.

    Questions? Use the Remind App...