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Unit 2: Physics
Table of Contents:
Life Principles
Classroom Code of Conduct
Blooms Taxonomy of Higher-Order Thinking
8th Grade Science Syllabus
Flinn Scientifics Middle School Science Safety Contract
Science Safety Symbols
ABCs of Graphing
EPS Recommended Science Lab Format
Experimental Design Planning Sheet
B.2: Physics
Physics Unit Vocabulary Terms
Comin At Ya!
Measurement Practice
Converting Between Metric Units: Metric Mania
Length Lab
Speed Challenge Lab
Calculating Speed from a Graph
Distance vs. Time Graphs
Calculating Speed in m/s
Lab: What Happens when Velocity Changes?
Lab: What Happens when Velocity Changes? Follow Up
Questions
Acceleration Practice Problems
Crash Test Dummies Lab
Force & Acceleration Lab
Net Force Diagrams Practice
Balloon Rockets Lab
Spring Scale Lab
Newtons 2nd Law Practice Problems
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35
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49
53
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57
60
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Life Principles
Responsibility making the choice to be reliable and dependable
Respect feeling honor
Self-discipline the ability to choose and control ones own actions
Honesty truthfulness
Integrity acting according to a sense of right and wrong
Courage strength to act even when afraid or uncertain
Compassion ability to persist or continue striving to the end
Loyalty faithfulness to another
Effort doing ones best in an endeavor
Friendship caring for and trusting others
Cooperation working together
Common Sense thinking before acting; using good judgment
Flexibility ability to make adjustments or alter plans
Initiative taking action; originating new ideas
Curiosity desire to learn, to explore, to investigate
Patience ability to wait calmly
Problem-Solving creating solutions; finding answers
Justice being fair, right, and upholding what is right
Commitment keeping a promise or a pledge
Esprit de Corps devotion among members of a group for each other and the groups purpose
Citizenship behaving in a responsible manner as a citizen of a community
Service giving of ones time and energies to help others
Fortitude strength of mind that enables a person to encounter danger or bear pain or adversity with
courage
Optimism an inclination to put the most favorable construction upon actions and happenings or to
anticipate the best possible outcome
Humanitarianism promotion of human welfare and social reform
Propriety standard of what is socially acceptable in conduct or speech
Courtesy consideration, cooperation, and generosity
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Antkowiak/Brevetti
Contact Information: Antkowiak ext. 4683 | Brevetti ext. 5507|
pg. 2
Antkowiak/Brevetti
Quiz/Test Re-Take Options: Students will have 5 school days from the time they are notified of their
grade on an assessment to obtain and complete the retake form and make an appointment for
reassessment. The teacher and the student will agree upon a time that works for both of themselves to
retake the assessment. The student will receive the higher of the two grades. If a student waits more
than one week after the assessment has been given he/she will not be granted a retake of the
assessment and will keep the grade earned.
Students are responsible for taking their own initiative and printing off their own copy of the retake form
and fully completing this form (i.e. get it signed by a parent or guardian) before the teacher will give an
opportunity for a retake.
Lab Attitude: Lab is a privilege. If you cannot participate appropriately there will be an alternative
assignment that will address the same standards and content of the lab. There will be NO HORSEPLAY.
The data that you get from the lab is shared by partners. Predictions, evaluations, and conclusions
should be done in your own words with your own thoughts, in complete sentences.
You will be expected to clean up before you leave class. If you want to avoid after school
detention/cleaning time be sure that you dont leave your group stranded at the end of a lab. You will
be released by your teacher when your lab station is clean.
Making Up Labs: There will be notice given for any lab or lab activities done in the classroom and if
students are absent on a given lab day, they will be given an alternative assignment that addresses the
same concepts covered in the lab. If the first day of a lab is missed, but not others, it is at the teachers
discretion to insert student into an already formed lab team, or assign the alternate assignment.
Class Grades: Class grades this year will be standard-based. Please see your class website for further
details on specific power standards being assessed throughout the school year.
Projects: Will be announced ahead of time and planned by the 8th grade science teachers. Dont wait till
the last minute to get your materials needed for the project. Project deadlines will be set along the way,
and most projects will include a grade that assesses the students ability to meet these deadlines.
Safety Test/Safety Contract: Students are required to complete, sign and return safety contracts AND
take and pass a safety test with higher than a 90% before they will be allowed to participate in any
classroom lab. Our first lab this year will take place within the first 5 days of school. Therefore, Safety
Contracts and any make-up tests will need to be completed the deadline set by your childs science
teacher. Those not in compliance will be given an alternative assignment until both requirements have
been met.
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ABCS OF GRAPHING
BEFORE LAB
Goggles on!
* If goggles dont fit or are uncomfortable move away
(Removal from the lab may occur if you do not follow these specific
directions )
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The following format may vary based on grade level, experiment, and level of inquiry.
Title
Observations: What did you see? Both Qualitative and Quantitative.
Problem or Question: Derived from observations
Research- Questionable information which may arise from observing a phenomenon that
requires more scientific support before designing the investigation.
Hypothesis: If.. then. because (What is your explanation for something that you
observed that you did not expect to see? Write what you expect for the outcome of your
test. )
Variables: Independent, Dependent, Control, and Constants
Write your independent and dependent variables. Your independent variable is what you as
a scientist are changing. Your dependent variable is what you observe during the
experiment and /or measure that happens as a result of the independent variable. It
depends on the independent variable. Also, write about what other possible variables
could occur that you will control in order to ensure a fair test.
Materials and Safety
Procedures What will you do to test your explanation? Write in one sentence how you will
test your explanation. Then write a procedure.
Data Collection: Tables, Graphs, Charts, Diagrams, Photos, etc.
Create a data table? Draw sketches? You need to decide before you start your experiment.
Create some table to be able to record you data during your experiment. Make sure you
record observations and perhaps draw some sketches to collect as much information as you
can during your test.
Data Analysis, Conclusion, and Communicate (Report and Reflect): Students
should draw conclusions from their data and explain what it says about their experiment.
Further explanation of how it supports or does not support the hypothesis and why or why
not is also important.
What did you find in your experiment? What did you learn? Create a graph or visual to help
you analyze your experiment. Did your predicted outcome occur? Is your hypothesis
supported or unsupported? Do you need to revise your hypothesis? What would you do
differently next time? What will you tell others about your experiment? What contributions
can be made based on what you learned from you work?
Extension: Future testing or further research
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Hypothesis:
Independent Variable:
Dependent Variable:
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B.2: Physics:
Speed (Chapter 1.1-1.2 )
Forces (Chapter 2.1-2.4)
Acceleration (Chapter 1.2-1.3)
Newtons Laws (Chapter 2.1-2.4, Chapter 3)
Gravity and Friction (Chapter 3.1-3.2)
*It is the expectation of 8th grade science students to get missing notes or information from a friend, the
website, or the corresponding sections of the textbook. Class notes will occasionally come from the
textbook, however not all information used is from this resource. PowerPoints used in class are posted
on the class website.
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Speed
Position
reference point
motion
relative motion
SI unit
speed
velocity
vector
Forces
Force
balanced forces
unbalanced forces
net force
Acceleration
positive acceleration
negative acceleration
zero acceleration
Newtons Laws
Newtons First Law
inertia
Newtons Second Law
centripetal force
Newton (unit)
Newtons Third Law
momentum
collision
conservation of momentum
Gravity and Friction
Gravity
weight
orbit
friction
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Comin At Ya!
On a separate piece of paper, write your very best directions to get me, from my
seat up front, to you.
Good Luck!
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Measurement Practice
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Write the correct metric measurement for each letter in mm, and in cm.
Measurement Measurement
Letter
in mm
in cm
A
B
C
D
E
F
G
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Speed Challenge
Materials: stopwatch
meter stick
tape or masking tape
marker
Procedures:
Step 1: Bather your materials
Step 2: Find a spot in the hallway and measure off a 10 meter race track.
Use 3 pieces of tape to mark the beginning, middle and end of your track.
Step 3: Have each person from your team take turns WALKING the race track
(from 0m to 10m) while the other team members use the stopwatch to accurately
time the trip.
Step 4: Record the data for your own walk in your own data table.
Step 5. Repeat steps 3 and 4 with HOPPING, WALKING BACKWARDS, and SPEEDWALKING*. Record all data for your own walks in your data table.
Step 6: Clean up: All tape must be cleared off the floor in the hall way. Your
teacher will ask to see the tape is taken up. Return the timer, meter stick and
markers to your teacher.
Safety: Be careful. Your shoes should be appropriate for lab. Clear the hallways of obstructions
or objects before doing the lab.
Courtesy: Other students are in class learning. We do not want to interfere with their learning.
Be considerate and as quiet as possible while taking data so we may do future assignments out
of the classroom.
*Definition of Speed Walking: SPEED WALKING IS GOING AS FAST AS YOU CAN WITHOUT
JOGGING OR RUNNING. THERE SHOULD NOT BE ANY RUNNING IN THE HALL WAY.*
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Data Table
Task
Distance (y)
Walking
10m
Hopping
10m
Walking Backwards
10m
Speed-Walking
10m
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Analysis:
Look at your graph. Which task produced the steepest line?
Which task produced the least steep line?
What conclusions, if any, can you make about the steepness of a line on a distance/time graph?
Calculations
Use your graph to calculate the speed of each task. (Hint: the speed is the same as the SLOPE of the
line) Label your answers with m/s.
Walking:
Hopping:
Walking Backwards:
Speed-Walking:
Questions:
Which task had the fastest speed?
How do you know?
Conclusion:
In at least 3 complete sentences, tell how your speed is related to the line on the graph you drew. Use
your data to support your response (there should be numbers in your response).
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1)
I was walking to the bus stop when I suddenly saw the bus
coming. I ran as fast as I could towards the stop, but the bus
moved off before I got there. I walked slowly the rest of the
way to the stop and sat, waiting for the next bus.
2)
Mr. Rose went down the street on his skateboard. At the end
of the street he ran into the curb and came to a sudden stop.
3)
Mrs. Brevetti set off for Cheyenne one morning. When she
was half way there, she remembered she had left some
important teacher things at home, so she went back to get
them. Then, she realized she was going to be late, so she
hurried all the way back to school.
4)
5)
6)
7)
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Directions: Look at the distance vs. time graph and come up with a plausible story to explain its
movement.
1. _______________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
2. _______________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
3. _______________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
4. _______________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
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3) a) Three elephants are standing on a very very strong bridge. The bridge happens to have marks at
every meter along the way (almost like it was meant for setting up a physics problem). Elephant #1
is standing at 4m and starts walking. He walks for 30 seconds and after 30 seconds, the elephant is
at the place on the bridge marked 64 meters. What is Elephant #1s speed?
b) If Elephant #2 started at 3m and it took him 90 seconds to walk to meter mark 93m, what was
Elephant #2s speed?
c) Elephant #3 was a track star in his day, so he has been standing on the 5m mark. He starts
running, and 10 seconds later, he is at the 25m mark. What was Elephant #3s speed?
d) Out of Elephants 1, 2, and 3; which elephant was the FASTEST? Which elephant was the
SLOWEST? Explain how you know.
4) a) A beetle has been walking down a sidewalk. He started at 3:15 in the afternoon, and by 3:20 he
had made it 4 meters. What is the beetles speed in m/s? (Hint: there are 60 seconds in one minute)
b) A boy has also been walking down a sidewalk. He, too, started at 3:15 in the afternoon.
However, by 3:20 the boy had made it 200 meters. What was the boys speed in m/s?
c) Who was walking FASTER? The boy or the beetle? How do you know?
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Diagram
Finish Line
Marble
Procedure
1. Make a ramp by laying two meter sticks side by side. Leave a small gap between the
meter sticks.
2. Use masking tape (as shown by your teacher) to join the meter sticks. The marble
should be able to roll freely along the groove.
3. Set up your ramp along the ground, preferably on carpet. Raise one end of the ramp on
top of the books, the other end of the ramp should remain on the ground.
4. Make a line by putting a piece of tape 1.5m from the bottom of the ramp. Place a
backstop at the 1.5m mark. Test you ramp by releasing the marble from the top of the
ramp. Make sure that the marble rolls freely. Do not push the marble.
5. Release the marble and measure the time it takes for it to roll from the release point
to the end of the ramp. ( You will do this 3 times and get an average)Make sure and
record your observations in the table given.
6. Release the marble again from the same point, and record the time it takes the marble
to roll from the end of the ramp to the finish line. (You will do this 3 times and get an
average) Record this time.
Draw the set up of your experiment below and label everything !
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Data:
Time #1 (s)
Trial
Time #2 (s)
Trial
Total
Total
Average
Average
Velocity #1
(m/s)
(direction
needed)
(bottom of ramp to
backstop)
Velocity #2
(m/s)
(direction needed)
3. Compare Velocity #1 to Velocity #2. What are some possible reasons that the numbers are
related to each other this way?
4. Do your calculated velocities match your prediction from the beginning of the lab?
Explain.
5. At what point during your investigation did you notice the marbles velocity changing?
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2. Did your marble speed up or slow down based on your observations? Explain.
3. Did your marble speed up or slow down based on your Velocity Calculations? Explain
how you know.
4. Predict what you think would happen if the marble was moving over tile instead of carpet.
How would that affect the marbles acceleration? Explain.
Conclusion
Write a paragraph, using numbers from your data, that describes what we did in this lab,
what you observed happen, and how this relates to the numbers you calculated and the
change in Velocity.
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1. Acceleration is when velocity changes. Yesterday, you observed the velocity of your marble
changing as it rolled off the ramp and onto the carpet. You used the distance the marble
traveled over the time it took to travel that distance to calculate two different velocities.
What was your velocity #1?
2. Acceleration can actually be calculated as a numerical value. Put your velocities into the
following equation to calculate the acceleration of your marble.
The unit for acceleration is m/s2.
Calculate:
Velocity #2 Velocity #1
______________________
Average Time #2
Work:
It is VERY important that you do not mix up the order of the velocities. It is OKAY if your
acceleration is a small decimal or even a negative number!
3. What would it mean if your acceleration turned out to be a positive number?
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Conclusion Paragraph
6. Which of the above three scenarios best matches what you calculated? Does it match what
you observed happening to your marble yesterday? If yes, describe what this means. If no,
please give several reasons why this contradiction could have occurred.
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****CHALLENGE QUESTION****
3. A car advertisement states that a certain car can
accelerate from rest to 70km/h in 7 seconds.
Find the cars acceleration in m/s.
Formula:
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Unit: m/s2
There are 5 different parts to the following lab. Do them each ONE AT A TIME. Make sure you copy the QUESTION,
your PREDICTION, and YOUR DRAWING for each part. You should end up with FIVE fully-labeled diagrams.
Part I:
Question: What will happen to a lump of clay on top of a car if the car crashes into a textbook?
Prediction:
Procedures:
1.
2.
3.
4.
5.
Part II:
Question: What will happen to the lump of clay on top of the car if the car is given a medium push?
Prediction:
Procedures:
1. Re-shape clay ball and re-attach it to the top of the car.
2. Give your car with the clay a medium push so that it will drive into the textbook and CRASH.
3. Draw (in your notebook) what happened to your clay dummy.
a. Title your picture MEDIUM PUSH
b. Label the following in your picture
i. Car
ii. CRASH wall
iii. Direction of car
iv. Direction/motion of clay BEFORE crash
v. Direction/motion of clay AFTER crash
Part III:
Question: What will happen to the lump of clay on top of the car if the car is given a hard push?
Prediction:
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Procedures:
1. Re-shape clay ball and re-attach it to the top of the car.
2. Give your car with the clay a hard push so that it will drive into the textbook and CRASH.
3. Draw (in your notebook) what happened to your clay dummy.
a. Title your picture HARD PUSH
b. Label the following in your picture
vi. Car
vii. CRASH wall
viii. Direction of car
ix. Direction/motion of clay BEFORE crash
x. Direction/motion of clay AFTER crash
Part IV:
Question: What will happen to the lump of clay on top of the car if the car receives a rear-end collision by another
car?
Prediction:
Procedures:
1. Re-shape clay ball and re-attach it to the top of the car.
2. Working with the lab table next to you, one car will cause the rear-end collision (NO CLAY BALL) and the
other car will receive the collision (WITH CLAY BALL).
3. Draw (in your notebook) what happened to your clay dummy.
a. Title your picture REAR-END COLLISION
b. Label the following in your picture
xi. Car
xii. CRASH CAR
xiii. Direction of car
xiv. Direction of CRASH CAR
xv. Direction/motion of clay BEFORE crash
xvi. Direction/motion of clay AFTER crash
Part V:
Question: What will happen to the lump of clay on top of the car if the car receives a side-impact collision by
another car?
Prediction:
Procedures:
1. Re-shape clay ball and re-attach it to the top of the car.
2. Working with the lab table next to you, one car will cause the rear-end collision (NO CLAY BALL) and the other
car will receive the collision (WITH CLAY BALL).
3. Draw (in your notebook) what happened to your clay dummy.
a. Title your picture SIDE-IMPACT COLLISION
b. Label the following in your picture
xvii. Car
xviii. CRASH CAR
xix. Direction of car
xx. Direction of CRASH CAR
xxi. Direction/motion of clay BEFORE crash
xxii. Direction/motion of clay AFTER crash
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Application Questions: Answer these questions in complete sentences. You may discuss the
answers with your group.
1. How does the force of your push compare with the speed you observed the car travel?
3. Did the distance the car was pushed have anything to do with the distance the clay traveled? What about the
strength of the push? Explain.
4. Discuss what happens when the car is hit from behind. Why does this happen?
8. Why is it important to wear seatbelts? Use specific examples from your drawings to support your answer.
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9. What are some ways that car companies are preventing injuries from head-on, rear-end and side collisions?
10. What happens to the force of the moving car once it hits the books?
11. Which would be WORSE: being struck by a SEMI-TRUCK or a TOYOTA PRIUS? Explain your answer in two
complete sentences.
14. Inertia
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Balloon Rockets
th
8 Grade Science
Materials:
balloon,
straw,
tape,
string,
index card,
paper clips
Procedure:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Distance (m)
1
2
3
Time (s)
Velocity (m/s)
2m
Remember:
2m
V= Distance
time
2m
Question: What will happen to the rocket assembly when MASS/PAPER CLIPS are added?
Prediction: I think that added mass will..
Data: 4 paper clips added
Trial #
Distance (m)
Time (s)
Velocity (m/s)
2m
Remember:
2m
V= Distance
time
2m
Distance (m)
1
2
3
Time (s)
Velocity (m/s)
2m
2m
Remember:
V= Distance
time
2m
Objective: Use Newtons 2nd Law of Motion to calculate acceleration of several masses.
Materials:
Spring Scale (blue or yellow)
1000g mass (yellow scale ONLY)
500g mass (yellow scale ONLY)
200g mass
100g mass
50g mass
20g mass
10g mass
Procedure:
1.
2.
3.
4.
5.
6.
7.
Data:
In this lab, you will be using a spring scale to measure the FORCE of several different masses. Make sure to
familiarize yourself with the value of the increments on the spring scale. You are expected to record your results
with the correct decimal units.
Copy the following data table into your Science Notebook.
In your data table, copy down the mass of the mass at your table in front of you (each table should have a
different mass)
Have a partner hold the spring scale still about .5 meters above the table surface. The two of you will need to
read the scale carefully.
Carefully, while still holding the bottom of the mass, hang the hook from the spring scale. Slowly lower your
hand so that the mass is hanging on its own.
Record the CORRECT number of NEWTONS for the mass in your data table.
Repeat steps 2-5 until you have found the force for every mass in the data table.
Mass (g)
1000g
Force (N)
500g
100g
50g
20g
10g
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In order to use Newtons 2nd Law, you will need to convert all of your masses to kilograms. Use the following
table to do so:
Mass (g)
Mass (kg)
1000g
500g
100g
50g
20g
10g
2.
3.
Newtons 2nd Law states that Force is equal to mass times acceleration. This means that Force divided by mass
is equal to acceleration. Use this information to calculate the acceleration of each mass.
Force (N)
Mass (kg)
ACCELERATION (m/s2)
Force/Mass
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Reflection Questions:
1.
Define Acceleration:
2.
Based on the definition of acceleration, did you notice the masses accelerating?
3. Define Force:
4.
Where did the push or pull come from that caused there to be FORCE on the masses?
5.
6.
In your data, you calculated several accelerations. What did you notice about the values you calculated?
7. Predict what the FORCE would be for a mass of 2000g. EXPLAIN how you got your answer.
8.
Predict what the MASS would be of something exerting a force of 45N on a spring scale. EXPLAIN how you got
your answer.
9.
Why might it be useful to know this constant value of acceleration? Think of a real-life scenario where this
information could be useful.
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13. Given a force of 100 N and an acceleration of 5 m/s , what is the mass?
2
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Physics Phun
Objective: To demonstrate one of Newton's laws of motion
To speak effectively using appropriate vocabulary to explain a science
concept
Context: Small cooperative groups
Materials: Varies with each group. Students may bring items from home with
prior approval from parents and teacher.
Procedure:
1. Plan a group presentation on one of Newton's three laws of motion. You may
act it out or show it using props or other materials. Each person in the group must
participate in your presentation.
2. Follow the following format:
o
o
o
o
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Questions:
1. What did you observe when you rolled the marbles?
2. Why do you think the marbles moved the way they did?
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Fabulous Friction
At the main station or table your teacher has provided you various materials to design/create, perform and report
your results on FRICTION. It is your task as a lab group to decide what materials you are planning to use, how you are
going to use the materials and the best way to set up your experiment to answer your question. After you have
completed the experiment you will each write a lab report on your experiment and share your results with the class.
Consider what you have learned in science (experimental design) and use your best science practices. Check out your
experimental design planning sheet, district lab report format, and the student check list that follow this assignment.
Before beginning your inquiry into friction, discuss what you already know about friction as a group and fill out the
following T chart. Then research friction by using your text and answer these questions. These will help you ask your
testable question.
What we know about friction
What is friction?
Where does friction occur? Can it happen in liquids, air, with solids?
Testable question (include independent and dependent variable-underline each and label)
Hypothesis
What factors are you going to control to prevent error/mistakes?
Procedure-write the procedures for your experiment in 1., 2., 3., format using complete sentences with specific
detail. Other students should be able to take your procedures and perform this lab using the procedures and materials
available on the lab station.
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Record your Data- make your own data table to record your findings. Be sure to use units. (Include tables, drawings,
labeled sketches etc) You may use the graph paper that follows or you may copy and paste your own graph paper into
this lab notebook.
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Analyze Your Data: Discuss your findings. What did you see happen? Why did it happen? Explain in
complete sentences
Did your data support your hypothesis? Why or why not? Explain in complete sentences.
Did anything unexpected happen? What were some problems that you had in your experiment? (Explain in at least 5
complete sentences)
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Conclusion: What happened? Why did it happen? (Explain in at least 5 complete sentences)
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Extension 2: Create a mini news article on a piece of white paper (by computer or by hand) for a recreation or
sports magazine about how friction plays a role in a sport of your choice. Include a colorful, creative picture of the sport
in action and describe in a PARAGRAPH of 4-6 complete sentences on HOW friction affects a players performance in
that sport. Talk to your PE teacher or coach for ideas. Be ready to share with the class. Include this in your lab report at
the end of the lab report.
Requirements: Format of Lab Report
1.
2.
3.
4.
5.
6.
7.
ATTENTION: Use the student check list (and all the resources) during the development of your
experiment to help you make sure that you are including specific components. Each student
should be filling out this information in his/her lab notebook during class so that when you are
writing your lab report you will have the necessary information to complete your lab report.
You may work together to design your lab but you must do your own lab report.
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Student Checklist
Basic Process
Adapted from Mark
Goddard 2003
Team Names:
Rate
Score 0-4
Describe specifically how your experiment allows you to use each skill
in the spaces below
Uses five senses to observe; observes using tools (lens, etc.); identifies properties of an object;
uses numbers to describe observations; notes changes in objects; realizes that observation
enhances understanding.
1
2
Observation
3
4
Identifies similarities and differences in properties; identifies properties for sorting; classifies
objects or attributes into groups; forms subgroups; has logical rationale for sorting;
understands characteristics define sorting systems
1
2
Classification
3
4
Describes accurately using appropriate vocabulary; asks relevant questions; verbalizes thinking;
shares views with others; constructs other means to communicate (reports, media, graphs,
etc.)
1
2
Communication
3
4
Uses non-standard ways as well as traditional ways to measure; selects appropriate measuring
tools; uses tools with precision (i.e., to 10ths in metric); compares and orders objects by
weight, length, volume and/or time
1
2
Measurement
3
4
Performs simple predictions based on inferences; recognizes and extends patterns; shows
reasoning in defending predictions; able to blend events, patterns, and data to form ideas of
what may happen in the future
1
2
Prediction
3
4
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1
2
Interpreting
Data
3
4
Able to identify variables within an experiment that are to be held constant and those that are
to be manipulated; understand the difference between single and multiple variable
manipulation
1
2
Controlling
Variables
3
4
Able to visualize the procedures that may be necessary to answer question and plan the
appropriate data collection operation; includes a plan to organize data; uses organized,
sequential plans to test a hypothesis
1
2
Designing
Experiments
3
4
Uses all appropriate information to form inferences and is able to distinguish non-essential
information; develops inferences (ideas) based on observations; able to defend inferences
reasonably and logically
1
2
Inferring
3
4
Able to explain relationships between observed actions to explain phenomena; uses events to
describe how something works or doesn't work; is able to find alternative actions from
evaluating what doesn't work
Defining
Operational
1
2
3
4
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Basic Process
Observation
Classification
Communication
Measuring
Prediction
Score
0-4
Uses five senses to observe; observes using tools (lens, etc.); identifies properties of an object; uses
numbers to describe observations; notes changes in objects; realizes that observation enhances
understanding.
Identifies similarities and differences in properties; identifies properties for sorting; classifies objects or
attributes into groups; forms subgroups; has logical rationale for sorting; understands characteristics
define sorting systems
Describes accurately using appropriate vocabulary; asks relevant questions; verbalizes thinking; shares
views with others; constructs other means to communicate (reports, media, graphs, etc.)
Uses non-standard ways as well as traditional ways to measure; selects appropriate measuring tools;
uses tools with precision (i.e., to 10ths in metric); compares and orders objects by weight, length,
volume and/or time
Performs simple predictions based on inferences; recognizes and extends patterns; shows reasoning in
defending predictions; able to blend events, patterns, and data to form ideas of what may happen in
the future
Integrated Processes
Interpreting Data
Controlling
Variables
Designing
Experiments
Inferring
Research and
Writing
General
Format
EXTENSION
Able to find meaning or patterns with accuracy between sets of information and use that meaning to
construct inferences, predictions, and hypothesis; able to identify a single pattern among objects
within an experiment
Able to identify variables within an experiment that are to be held constant and those that are to be
manipulated; understand the difference between single and multiple variable manipulation
Able to visualize the procedures that may be necessary to answer question and plan the appropriate
data collection operation; includes a plan to organize data; uses organized, sequential plans to test a
hypothesis
Uses all appropriate information to form inferences and is able to distinguish non-essential
information; develops inferences (ideas) based on observations; able to defend inferences reasonably
and logically
Missing-0
2-1 Below Proficient
3- Proficient solid expression
4 Exemplary - thorough understanding and
Research not
Incomplete information on
of concepts, a broad range of
expression of concepts, information complete,
done for
topic, poor organization,
information written very well.
incorporates prior knowledge, and written
experiment.
many misspellings, poor
Incorporates prior knowledge.
creatively and technically. 0 spelling or
Shows no
punctuation and lack of
Complete sentences used with
grammar mistakes. Complete sentences used.
understanding
complete sentences. Does
1-2 spelling and/or grammar
of concepts
not show a solid expression
mistakes
and does not
of concepts and does not
use prior
incorporate prior
knowledge.
knowledge.
0-Experiment
1-Experiment does not
2 Fair-The experiment meets
3- Good-The
4-Outstanding- the
not completed,
accomplish what was asked; most of the criteria and does
experiment
experiment meets all
did not
contains errors and is of
not contain gross errors or
completely meets the
criteria, exceeds
complete the
poor quality
significant omissions
expectations
expectations and
assignment, or
described by the
shows additional
did not show
criteria
effort
comprehension
4- Student did an outstanding job. Meets all criteria and exceeds expectations in length, neatness and shows additional effort.
3- Student met the expectation for the format of the lab report described by the criteria.
2- Student attempted to meet the expectations but had minor omissions or errors in the format of the lab report.
1-Student did not accomplish what was asked; format not followed; major omissions or errors in the format of the lab report.
0-Student did not attempt to follow format, none of the criteria was followed in lab report.
4- Student did an outstanding job on extension. Meets all criteria and exceeds expectations for assignment. Shows additional
effort.
3- Student met the expectation for extension described by the criteria.
2- Student attempted the extension but there were missing pieces of information and or incorrect reasoning
1-Student did not accomplish what was asked; contains major errors and is of poor quality.
0-Student did not attempt extension; extension was not included in lab report.
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You will need to convert (g) to (kg)- You may use a calculator if needed.
Gravity Lab/Worksheet
Station 1
Description of Planet (2 things learned)
Planet
Object
Earth
Earth
Mass
from TBB
(g)
Mass
(kg)
Planets
Gravity
(m/s2)
Planets
Mass
(kg)
Planets
Density
(kg/cm3)
Planets
Diameter
(km)
Station 2
Jupiter
Jupiter
4
Station 3
Mercury
Mercury
6
Station 4
Moon
Moon
8
Station 5
Neptune
Neptune
10
Station 6
Mars
11
Mars
12
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Station 7
Saturn
13
Saturn
14
Station 8
Sun
15
Sun
16
Station 9
Venus
17
Venus
18
Station 10
Uranus
19
Uranus
20
Step 2- Now that you have visited all of the planets in your solar system sit down with your fellow explorers and find the
weight of each object based on its acceleration due to gravity.
To find weight: Mass (kg) x Acceleration due to gravity m/s2 = Weight kg(m/s2) or (N)
OBJECT
MASS
(KG)
ACCELERATIO
N DUE TO
GRAVITY
2
(m/s )
WEIGHT OF
OBJECT
2
(kg x m/s )
FORCE
EXERTED
ON PLANET
(N)
OBJECT
11
12
13
14
15
16
17
18
19
10
20
MASS
(KG)
ACCELERATIO
N DUE TO
GRAVITY
2
(m/s )
WEIGHT OF
OBJECT
2
(kg x m/s )
FORCE
EXERTED ON
PLANET
(N)
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2. If you were to take a backpack from Earth to Mars would its mass change or stay the same? Explain.
3. Analyze: Based on what you have seen, how does the mass of a planet impact the gravity it has? Explain the
relationship between mass and gravity. Use complete sentences.
4. Analyze: Which of the planets has a greater gravity than Earth? Do these planets also have greater mass?
5. How are weight and force related? Explain using complete sentences.
6. Draw a FORCE DIAGRAM showing one of the objects from the lab. Be sure to :
___ picture of object, name of object
____ ground of planet, name of planet
7. PREDICT: How much force would an object of 50g have on Earth? Draw and label a force diagram.
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8. PREDICT: How much force would an object of 150 g have on a planet that had 3x the gravity of earth? Explain
your answer in complete sentences.
9. PREDICT: How much force would an object of 20 g have on a planet that was the size of Earth? Explain your
answer in complete sentences.
10. PREDICT: How do you think increasing a planets size would impact its ability to pull objects towards
11. What did you learn about the relationship between weight, force, gravity, mass and acceleration? Explain what
you learned from this lab.
Vocabulary:
Mass
Weight
Acceleration
Force
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WORK
ANSWER
UNITS
79
WORK
ANSWER
UNITS
80
WORK
ANSWER
UNITS
WORK
ANSWER
UNITS
CLASS DISCUSSION/ NOTES- WRITE THE NOTES FROM THE SMART BOARD DOWN.
Symbol for momentum is _________ Symbol for mass is ________. Symbol for velocity is _______.
Units for momentum is ____________. More mass= more ___________Momentum depends on _______.
Momentum takes into account ______________ Momentum Is a _________ it has size and direction)
Collision -Two objects in close contact exchange ________and ___________ The total momentum of a system of
objects _____________ change, as long as no outside forces are acting on that system.
To find total momentum of objects moving in the SAME direction, _______the momenta of the objects.
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Using your text book (p. 77- 83 and page 122 124)
1. Define: Kinetic Energy
6. Draw a picture of a roller coaster and explain which locations the roller coaster would have the greatest
potential energy and the greatest kinetic energy.
7. Define: Gravity
9. Gravity is called the ____________________force because it acts on any two masses anywhere in the universe.
10. On earth, the gravity is _____________________.
11. In the spring scale lab you calculated acceleration due to gravity as __________________.
12. The more mass two objects have, the more __________________ of gravity the masses will exert on each other.
13. What is the relationship between the mass of an object and the force of gravity?
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14. Knowing that planets are different in masses/size, explain the difference of the force of gravity on an object (like an
astronaut) if he/she is near a large/massive planet vs. a small, less massive planet. Explain.
15. As the distance between the objects increases, the force of gravity _________________.
16. In a vacuum, where there is no air, all falling objects have the ______________ acceleration due to gravity.
17. If you were to go to another planet, would your weight be the same? Explain.
18. Compare the term weight to the term mass. How are they DIFFERENT?
Show work
Planet A
Planet B
Planet C
Why are the units for weight the same as the units for force?
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3. Draw a picture of a roller coaster and explain where the roller coaster has the most kinetic energy and the most
potential energy.
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R&D
Name(s) ________________________________________________
Answer the following questions about each of the websites below:
http://www.balloonhq.com/balloon_car/balloon_car.html#event
NASA Jet Propulsion Laboratory :
1. Using the Results data table, which car had the most mass? ___________ How far did it travel?
_______________What did it look like? Explain.
2. Which car had the least mass? _______________ How far did it travel? __________ What did it look like?
Explain.
3. Which cars were the top 4 in distance traveled? Name them and then list the distance traveled in feet.
Name of Car
A. __________________________________________
_____________
B. _________________________________________
_______________
C. __________________________________________
________________
D. ___________________________________________
________________
4. What did all of the top distance cars have in common with the way that they were designed?
Explain.
5. Which car would you vote for as the most creative? Why? ____________________
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http://www.mrg-online.com/car.htm
1. Describe the wheels on the fastest speed winner for year 2007. _____________________
2. Look at least 5 cars and explain what the wheels are made out of. List the materials below.
3. What is the longest distance for the car on this website? _________ What is the car made out of ? List the
materials.
4. What were the axils made out of for this project? List at least 4 different types of materials that you see.
5. What was the body of the car made out of for this project? List at least 4 different types of materials that you
see.
http://teachertech.rice.edu/Participants/louviere/Newton/hints.html
1. The chassis should be light and sturdy because?.....
2. What happens if the wheels are not mounted straight or if they cannot spin smoothly?
3. What are two things that you need to make sure that your balloon has when you build it?
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Rules:
All cars must be made of recycled materials.
All cars must be made/ built at school in class.
All cars must have at least 3 wheels.
All cars may not leave the ground.
You may not use any of the following: wheels from toy cars, kinnex, leggos or any items already used for wheels.
All cars will have only one 12 inch balloon to power it.
All students are responsible for their own materials.
All students are responsible for bringing their own materials to class.
Any materials left in class are not the responsibility of the teacher.
Students may bring their own glue guns. The teacher can share her glue guns but any students using glue guns will provide their own glue.
Any materials must be in a sack or shoe box with the students name and hour.
Students will be required to follow deadlines and a specific sequence of tasks before the completion of the car.
No store bought kits will be allowed in the competition/for this assignment.
Teacher
Initials
Grade on
Assignment
/4
/4
Balloon Powered Car Materials and Procedures Page- Due at the end of the hour
/4
Sketch of Balloon Powered Car Due- Due at the end of the hour
May Start building today if everything else is done
Build and Test Rocket Car- bring your own testing balloons, only one will be provided for
you to use!
/4
Cars must be done today- Race Cars today- once you have raced the car you are to clean up,
remove and throw out any materials not needed by the teacher. (see rubric below)
/4
Challenges and Technical Difficulties Assignment- to be completed after you race your car
PROJECT IS OFFICIALLY OVER - Finish up racing cars today- Review for Semester Test should
be done.
Semester Test for Science
87
_____/4
* Daily grades may be taken on either of these
_____/4
Distance Rubric
0-4
Score
.5
1.5
2.0
2.5
3.0
3.5
4.0
Distance
Traveled
0m
.1-.9
m
11.4m
1.51.9m
22.4m
2.52.9m
33.4m
3.53.9m
4 +m
2. Best Looking
88
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
89
90
Length in cm
Mass in grams
Location of balloon
Location of Wheels
91
Problem #1
Problem #2
Problem #3
Problem #4
Problem #5
92
93
94
95
96
97
Speed
Velocity
Acceleration
Vector
Force
Net Force
Balanced/Unbalanced Forces
Newtons 1st Law of Motion
Newtons 2nd Law of Motion
Newtons 3rd Law of Motion
Inertia
L2)
You should be able to solve the following problems (and answer with CORRECT UNITS).
Velocity:
A man was running across a bridge for 5 minutes. He started at the 2000m mark on the bridge, and
ended at the 1000m mark on the bridge. What was his velocity?
Pedro OShea is a famous soccer player. He plays for Team Brevetti F.C. in Edmond. The other day, he
was clocked running 100m across the soccer field in 5 seconds. What was his velocity?
Acceleration:
A car is driving 20m/s down the county road and sees a stop sign up ahead. He slows down his car until
he is at a complete stop 10 seconds later. What was his acceleration?
After looking both ways, the driver of the car begins driving again, and in 6 seconds he is driving 25m/s.
What was his acceleration?
Force:
What is the Force needed to accelerate a .02kg mass 50m/s2?
What is the acceleration of a 50kg object that has been given a 20N push?
What is the mass of a car that was accelerated 25m/s2 by a force of 150N?
You should be able to find the NET Force of force diagrams,
tell if there will be motion, and in what direction the motion will be.
98