DAY 67
RAIN DELAY: Tomorrow we collect data for the Power Lab. Today, a skills review for the final.
#Goals:
SWBAT...
1. ...correctly answer 80% of the review questions
WARM-UP:
Which of the following statements about vectors and scalars are TRUE? List all that apply.
A vector is a large quantity and a scalar is a small quantity.
A scalar quantity has a magnitude and a vector quantity does not.
A vector quantity is described with a direction and a scalar is not.
Scalar quantities are path dependent quantities and vector quantities are not.
A scalar quantity depends only upon the initial and final values of the quantity; this is not the case for vector quantities.
The quantity 20 m/s, north is a speed and as such is a scalar quantity.
The quantity 9.8 m/s/s is an acceleration value and as such is a vector quantity.
CLASSWORK
1. 067A: Kinematics Review
https://www.physicsclassroom.com/reviews/1D-Kinematics/1D-Kinematics-Answers
Complete the following:
True-False Questions: 2-7
Multiple Choice (Conceptual) Questions: 8-28 (skip 22 and 27)
Diagramming (Drawing) Questions: Click here --> LINK answer the following: 29-34
check your answers to 29-34 here --> LINK
HOMEWORK:
1. Complete the Kinematics Review.
2. Tomorrow we collect data for the Power Lab.
#Goals: SWBAT...
1. ...review the basic components of "Work" & "Power"
2. ...solve work and power problems
3. ...calculate the power output of a person climbing stairs
WARM-UP:
1. What objects are these kids doing work on as they climb the stairs?
2. A rock climber wears a 7.5kg backpack while scaling a cliff. After 30.0 min, the climber is 8.2 m above the starting point.
A. How much work does the climber do on the backpack?
B. If the climber weighs 645 N, how much work does she do lifting herself and the backpack?
C. What is the average power developed by the climber? (recall the equation for power from yesterday - Power=Work/Time, where time is in seconds, and the work done on the object is the energy added to or removed from the object)
CLASSWORK:
1. CW/HW Review
2. 067A: Power Lab
Chapter 10 pg 274-275: LINK
- overview
- creation of lab write-up document
create a google docs document titled: Power Lab - My Name
share it with me at josh.alexander@lausd.net
Put your name/group names at top right, title top center
Create section titles for
Hypothesis (make a prediction: Which factors do you think affect power? Then answer the following: What can you do to increase the power you develop as you climb a flight of stairs?)
Materials
Procedure (in your own words)
Data (you need to make a data chart. it must have one row for each person in your group)
Analysis
Conclude & Apply
Going Further
Real-World Physics
- data collection time
HOMEWORK:
1. Try this simple work problem: CH 10: pg 265 #17
Unit Goals: What is a wave? How do they act? How are do waves differ?
Goals: SWBAT...
1. describe which materials conduct sound faster, and which conduct sound slower.
2. connect wave frequency with sound pitch
3. write a sentence explaining the Doppler Effect
CLASSWORK
1. #067A: Wave Properties and Sound Quiz
Warm-Up (5min):
1. We've established that sound travels around 330-340m/s through air. Does sound travel that same speed through all media?
2. Is the density of the molecules the same in foam, air, water, and steel?
3. rank the density of the materials in #2, from high to low
CLASSWORK
1. #067B: Sound WebQuest
A. Speed of Sound: complete the task & answer the questions
Go to: https://www.nde-ed.org/EducationResources/HighSchool/Sound/speedinmaterials.htm
Use the animation and the chart titled “Speeds of Sound” to fill in the data table (you pick which materials).
In which material does sound travel the slowest?
In which material does sound travel fastest?
Read through the text on the webpage. Explain: why does the speed of sound change depending on the material it travels through?
B: Pitch and Frequency Review
On your own (you can use your notes from Day 65):
1. What is frequency?
2. A high frequency produces what type of pitch?
3. Name an object that makes a high-pitched sound (you cannot use a whistle).
4. A low frequency produces a what type of pitch?
5. Name an object that makes a low-pitched sound (you cannot use a tuba).
Go to: https://www.nde-ed.org/EducationResources/HighSchool/Sound/frequencypitch.htm
Click on the various strings and observe how the pitch and frequency change. Read through the text on the webpage and provide answers to the following questions. Be sure to use correct academic vocabulary such as frequency, pitch, wavelength, diameter, tension, and density.
6. What happens when you make the string shorter?
7. What happens when you make the string longer?
8. What happens when you make the string thinner?
9. What happens when you make the string tighter?
10. What happens when you make the string looser?
C: The Doppler Effect
Go to Teachertube.com – search videos for “Doppler Effect” – DO NOT click on the adds that pop up at the top of the search results……………….scroll down a bit to view the videos on “Doppler Effect”. Also, sorry there are ads at the beginning of these videos…
1. Watch a couple (2 or more) different videos that are available on the Doppler Effect.
2. Show what the sound waves look like in an object not moving.
3. Show what the sound waves look like in a moving object.
4. Finish the statement: The Doppler Effect happens when a sound source moves ________________________
5. Finish the statement: If you are moving with the source of sound there is _____________________________
6. Explain what the Doppler Effect is, using appropriate academic vocabulary such as pitch, frequency, wavelength, longitudinal wave, etc.
At Home Learning (HW)
1. Complete #67B (if necessary)