EXIT TICKET
MATTER AND
ENERGY
FROM LAST
MARKING
PERIOD TO BE
DONE AS A
REVIEW OF
ANSWERS ON
MONDAY JAN
26TH
FORCE AND MOTION NEW UNIT FNM START JANUARY 26TH
STANDARDS OF THE WEEKLY LESSON
3.1.10. C. Apply patterns as repeated processes or recurring elements in science and
technology.
D. Apply scale as a way of relating concepts and ideas to one another by some
measure.
E. Describe patterns of change in nature, physical and man
made systems.
3.2.10.
A.
Apply knowledge and understanding about the nature of scientific and
technological knowledge.
B. Apply process knowledge and organize scientific and technological
phenomena in varied ways.
C. Apply the elements of scientific inquiry to solve problems.
3.4.10.
C.
Distinguish among the principles of force and motion.
3.7.10.
A
Identify and safely use a variety of tools, basic machines, materials and
techniques to solve problems and answer questions.
Apply appropriate instruments and apparatus to examine a variety of objects
and processes.
B.
FNE UNIT 1 LESSONS 1-5
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
STUDENTS WILL USE FOSS SHEET 53 X CAR
EMPTY AND Z CAR WITH MASS ALONG WITH A
SLOPE TO CALCULATE AND GRAPH SPEED.
STUDENTS WILL PREDICT WHAT WILL
HAPPEN IF THEY RAISE OR LOWER THE
SLOPE OF USED IN X AND Z CAR LAB
CALCULATE THE SPEED AT A HIGHER
ELEVATION
COMMUNICATE THE RESULTS WITH AND
WITHOUT MASS AT HIGHER ELEVATIONS
.
Force and Motion Unit 1 HOMEWORK WEEK OF JANUARY 26TH – JANUARY 30TH
Tuesday snow day
Wednesday
FNM U1L1 Motion and Speed p. 4-17 BrainPops MATTER CHANGING STATES, MOON PHASES
AND PROPERTY CHANGE January 26th
VOCABULARY Motion, Position, Reference Point, Delta, Scalar Measurement, Speed, Average
Speed, Vector Measurement, Velocity
Physical Science p. 59-63 YouTube The Motion Song ,
FRIDAY FINISH WATCHING Distance vs Displacement Instantaneous
Speed vs Average Speed, Instantaneous Speed, Instantaneous Velocity,
Average Velocity, Average Speed
Reference Point
Delta
Position
Initial position
Motion
Distance
Final position
Displacement
Direction & magnitude
Scalar Measurement
Vector Measurement
Speed
Velocity
Instantaneous “s”
Instantaneous “v”
Constant s
Constant v
Avg. “s”
Avg. “v”
DISCUSS AS A GROUP AND RECORD YOUR ANSWER ON ONE SHEET OF PAPER WITH ALL GROUP MEMBERS NAMES
1. How are distance, time, and speed related?
2. What is the difference between location and reference point?
3. Does motion require time to lapse?
Already glued in your notebook, answer by using the vocabulary to determine the associated word to each statement, check by moving block
to se answers
Motion
Position
Reference Point
Delta
Scalar Measurement
Speed
Average Speed
Vector
Measurement
Velocity
All problems must follow this format:
Rule 1 Work going down the paper, never across
Rule 2 Any number without a unit is incorrect
Rule 3 Variables must be capitalized or lower case as needed
D = Density and d = distance
Rule 4 What is too messy to read is too messy to grade
Steps
1 Write the variable above the numbers in the problem.
2 Underline the question or what you are asked to solve.
3 Draw a sketch
4
Formula
5 Plug
6
Calculate
7 Simplify
Simplify continue as needed going down the page
8 Square in answers with units only
Contrasting speed and average speed
Δ = change
t = time
tf = final time
ti =initial time
tmotion= Δt – Δtrest
Tres t= t1rest + t2rest + t3rest + t4rest…
Δt = tf - ti
Δ = change
x = position
xf = final position
xi =initial position
DISPLACEMENT
Δx = xf - xi
Pythagora's theorem IF DISPLACEMENT
IS A DIAGONAL LINE
DISTANCE
Δd = ΔxA-B + ΔxB-C + ΔxC-D + ΔxD-A ….
Speed is used to describe an exact
moment in time and determines
how far something moves in a given
amount of time
S= Δd / Δt
or d/t
Average Speed: Is a measurement speed(s)
after the time has lapsed and the distance(s)
have actually been traveled. Even if driving
at 60 m/h at an instant in time, the prior
second the car may have been going 61 m/h
or 59 m/h. Average speed considers all of the
distance(s) traveled and all of the time(s)
used to travel in a calculation.
Savg=
Δx1 + Δx2 + Δx3…
Δt1 + Δt2 + Δt3….
Savg = Δd/Δt
VELOCITY
v is speed with direction.
Example Problem: A LOOK AHEAD
John and his friend went on a canoe trip. They were in the canoe in the river and paddling at
ti
t2
t3
9:00 a.m. on Saturday morning. Three hours later, they pulled over to rest and eat lunch. At
t4
1:00 pm they decided to paddle back to the shore where they parked their car. They arrived
t5
d
at the original shore at 3:00 pm. The total distance traveled was 3 miles. What is the
speed of their entire trip? average speed, and speed while in motion that John and his friend
traveled on the river water? Which way was faster? What is the most logical reason why the
direction was faster?
--------------------------------------------------------------- t3--------------------------------------------
Δttotal = tf - ti
Δttotal=3:00 pm-9:00 am
Δttotal= 5 h
Δtrowing= Δttotal – Δtrest
Δtdown= Δt2 – Δt1
Δtback= Δt5 – Δt4
s = d/t
savg= Δx1 + Δx2 + Δx3…
Δt1 + Δt2 + Δt3….
smotion = d/Δtrowing
sdown =
ddown/Δtdown
sback =
dback/Δtback
Δ
d
Δt
Fix your answers to show process.
T
Δd= 100 m
Δt=13.75 s
Savg
0m-----------------------100m
13.75 s
Savg = Δd/Δt
Savg = 100 m/13.75 s
Savg= 7.27 m/s
m/s
GRAPHS ARE WORTH 8 POINTS FIX YOUR GRAPHS
Time (min) vs Distance (cm)
y

0
2
4

0
60
120


x
PAGE 11/12
Error in key
150 cm
No direction
scalar
Variable is s
d/t
How
fast or
slow
Needs a
direction
vector
Variable is v
PAGE 15/16
PAGE 17/18
PAGE
17/18
ELECTROMAGNETIC WAVES
DO NOT NEED SOLIDS, LIQUIDS
OR GAS TO TRAVE. EXAMPLE
ENERGY FRO MTHE SUN
SEE
2 GROUPS OF WAVES
2 TYPES OF WAVES
MECHANICAL WAVES NEED
SOLID, LIQUID, OR GAS TO
TRAVEL
HEAR
LONGITUDINAL WAVEALONG A STRAIGHT LINE
TRANSVERSE-WAVES THAT
GO UP AND DOWN
PARTS OF A WAVE
CREST-THE TOP
TROUGH-THE BOTTOM
WAVELENGTH-CREST TO CREST
AMPLITUDE MIDDLE TO TOP OF CREST
FREQUENCY-NUMBER OF WAVES PASSING IN A GIVEN TIME HERTZ OR Hz
ROY
Low frequency longer wavelength
Radio
Microwave
Video
Infrared
Visible spectrum
BIV
High frequency shorter wavelength
Ultraviolet
Xray
Gamma
RELATE CHARACTERISTICS OF WAVES TO A MALE NAME ROY AND A FEMALE NAME BIV NICKNAME FOR BIVERLY
ROY (MALE)
G
LONGER
LENGTH
BIV (FEMALE)
SHORTER
LOWER FREQUENCY
HEIGHT
HIGH VS LOW
VOICE
HIGHER FREQUENCY
LESS ENERGY
PEPPY
MORE ENERGY
RED SHIFT STARS ARE MOVING
STARS
BLUE SHIFT STARS ARE MOVING
AWAY
AFFECTION
TOWARDS
WAVELENGTH SLIDE SHOW
https://www.youtube.com/watch?v=ekmZdCSDzVk
INTERACTIVE WAVELENGTH
http://earthguide.ucsd.edu/eoc/special_topics/teach/sp_climat
e_change/p_emspectrum_interactive.html
INTERACTIVE COUNTING FREQUENCY
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/freq.s
wf
TRANSVERSE/LONGITUDINAL INTERACTIVE
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/slinky
.swf
LONGITUDINAL
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/long.s
wf
TRANSVERSE WAVES
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/trans.
swf
WAVELENGTH
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/wavel
ength.swf
VOCAUBLARY OF WAVES
http://www.acoustics.salford.ac.uk/schools/index1.htm
RECORDIGN SGUDI
http://www.acoustics.salford.ac.uk/schools/index1.htm
GAMES
http://www.acoustics.salford.ac.uk/schools/index1.htm
SPEEDS
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/spee
d.swf
GO TO TRANSPARENT TO REVIEW EXIT TICKET
WAVES
Reference point Name______________________Date___________________
Using the reference points of day/night, year, seasons, and moon phases explain how you know that earth is moving?
1.
Evidence the earth is moving is provided by observing a day because a day is formed by
a.
Earth revolving
b.
Earth rotating
c.
The moon rotating
d.
The moon revolving
2.
Evidence the earth is moving is provided by observing a year because a year is formed by
a.
Earth revolving
b.
Earth rotating
c.
The moon rotating
d.
The moon revolving
3.
Evidence the earth is moving is provided by seasons because seasons are formed
a.
Earth revolving on a 23 degrees tilt
b.
Earth rotating on a 23 degrees tilt
c.
The distance between earth and the sun in its orbital path
d.
The angular relationships between the earth, the moon, and the sun
4.
Evidence the earth is moving is provided through moon phases because moon phases are created from
a.
Earth revolving on a 23 degrees tilt
b.
Earth rotating on a 23 degrees tilt
c.
The distance between earth and the sun in its orbital path
d.
The angular relationships between the earth, the moon, and the sun
Reference point Name ANSWERS Date___________________
Using the reference points of day/night, year, seasons, and moon phases explain how you know that earth is moving?
1.
Evidence the earth is moving is provided by observing a day because a day is formed by
a.
Earth revolving
b.
Earth rotating
c.
The moon rotating
d.
The moon revolving
2.
3.
Evidence the earth is moving is provided by observing a year because a year is formed by
a.
Earth revolving
b.
Earth rotating
c.
The moon rotating
d.
The moon revolving
Evidence the earth is moving is provided by seasons because seasons are formed from (upon review accepted a and
d, but a is the better of the two answers)
a.
Earth revolving on a 23 degrees tilt (this gives you a year and the seasons)
b.
Earth rotating on a 23 degrees tilt (this only gives you a day, but not the seasons)
c.
The distance between earth and the sun in its orbital path very incorrect summer and winter are the same
distance
d.
The angular relationships between the earth, the moon, and the sun (answer must include revolving)
4. Evidence the earth is moving is provided through moon phases because moon phases are created from
a.
Earth revolving on a 23 degrees tilt
b.
Earth rotating on a 23 degrees tilt
c.
The distance between earth and the sun in its orbital path
d.
The angular relationships between the earth, the moon, and the sun
Creative movement Exercises
Change of Position vs Distance
Students will
•
line up on one side of room
•
Determine position as zero block
•
Count paces via floor blocks to other side of the room
•
Determine position as # of blocks from zero block
•
Determine change of position as # of blocks away from zero block
•
Count paces via floor blocks back to zero block
•
Determine the change in position as the number of blocks away from the zero block
•
Repeat the exercise counting the distance walked as the total number of blocks away from the zero block and back to the zero block
Vector vs scalar Teacher will provide memory strategy of recalling displacements as “from dis place to dat place”
Students will
•
Determine N, S, E, W using a compass or the sun rises in the east and sets in the west
•
Repeat Change of Position but state direction and blocks away from zero block and only return half of the distance back to the zero block.
•
Determine the change of position as a vector measurement and distance traveled as a scalar measurement
Making waves Teacher will provide memory strategy of to crest a hill means to reach the top and pigs eat out of troughs
Students will
•
Form a circle or oval other form where palms can be joined and raised or lowered in alternating sequence forming crests and troughs
•
Change the position of their palms as crests and troughs are pointed to for visualization
•
Groups of 6 will form lines
•
Remaining students will demonstrate the ability to point to the frequency and wavelength formed by their group
•
Groups will switch out the student demonstrator
Creative movement Exercises
Wax on Wane Off
Teacher will provide memory strategy of waxing a car the was turn white before you wipe it so waxing moons are
white from the right and from the movie “Karate Kid” Wax on Wane off, Waning. The sentence White from the right
back to black you never go wrong if you start at the right.
Students will Use white boards, black marker, paper towel while teacher models
•
Draw 4 circles in a T formation
•
Draw 4 circles in a X formation formed between T areas
•
Color the top full circles black
•
Starting at the right T circle label the black circle NEW MOON
•
Going counterclockwise from the New Moon go to the next black circle and erase from the right side a backwards
C to form a waxing crescent
•
Continue counterclockwise to the top of the T and erase from the right half of the black circle label the moon
FIRST QUARTER
•
Continue counterclockwise to the next black circle and erase 3/4 so only a forwards black C remains Label the
moon Waxing Gibbous
•
Continue counterclockwise to the left cross T and erase all of the black then label the moon Full moon
•
Continue counterclockwise to a white moon BACK TO BLACK YOU CAN NEVER BE WRONG IF YOU START AT THE
RIGHT color a black backwards C in the circle and label the moon Waning Gibbous
•
Continue counterclockwise to a white moon at the bottom of the T remember BACK TO BLACK NEVER WRONG IF
YOU START AT THE RIGHT color right half black label Last Quarter
•
Continue counterclockwise to last white moon on the bottom and color all except a forward C black Label moon
Waning Crescent
Teacher should now point out that the upper moons are waxing and correspond one to one with the waning moons
directly below.
Teacher should also point out that moons are quarter moons because we only see one face of the moon ever
Seasons Modified Song (Tune Wheels on The Bus)
The Earth's tilt makes the seasons change,
Season's change, seasons change,
The Earth's tilt makes the seasons change,
All through the year.
Tilted TOWARD the sun is summertime,
Summertime, summertime,
Tilted TOWARD sun is summertime,
The days are hot and bright
Tilted FAR away is wintertime,
Wintertime, wintertime,
Tilted FAR away is wintertime,
The days are cold and gray.
TILTED in between is spring and fall
Spring and fall Spring and fall
Tilted In-between is spring and fall
The days are cool or warm.
The orbital position has nothing to do with
Nothing to do with nothing to do with
The orbital position has nothing to do with
The seasons of the year
Modified from:
http://www.fi.edu/time/Journey/JustInTime/seasons2.html
Lab X Car Z Car
Combine two affects on speed (1 elevation) and 2 (mass)
Via demonstration prove that a car at a higher elevation travels a greater
Distance than a car at a lower elevation because the speed is increased so through
Manipulation of the equation s=d/t we get (s)(t)=d If the time is held constant then the d for
distance will increase since the car on the higher incline has a greater speed.
Next, students will determine the amount of 240g masses that are needed to show a
Measurable difference between the speed of the x and to z car. Answer 4 masses
Students must complete a minimum of 3 trials per car to obtain an average speed that will be
graphed as distance and time with a starting point at zero.
Students should be able to answer the question: What is the relationship between the distance
of a line from the y axis and the speed of an object.
Assessment Moon phases, Eclipses,