Thursday, 6/1/17- A Day

Core Ideas:

  • For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).
  • The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.
  • All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.

Learning Activities:

  1. Do Now– Get out your science notebook and add to the Table of Contents- “Understanding Car Crashes p.86” (Left Side) and “Understanding Car Crashes p.87” (Right Side). Head page 86 properly with “Understanding Car Crashes-Connections & Questions-6/1/17 and head page 87 properly with “Understanding Car Crashes- Advanced Organizer-6/1/17.”
  2. Driving Question Summary Table– Complete the Summary Table on pages 80-81 for the “Forced to Accelerate” (Newton’s second law, acceleration) activities on pages 84-85.
  3. Educational videoUnderstanding Car Crashes- It’s Basic Physics– Complete the advanced organizer while watching the video. Tape the organizer as a flip page to p.87. After watching the video, answer the question on page 86: “Which would have been more damaging to the truck: having a head-on collision with an identical truck traveling at an identical speed or driving head-on into the stationary security pillar? Explain.”

Wednesday, 5/31/17- B Day

Core Ideas:

  • For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).
  • The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.
  • All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.

Learning Activities:

  1. Do Now– Get out your science notebook and add to the Table of Contents- “Forced to Accelerate p.84” (Left Side). Head page 84 properly with “Forced to Accelerate-Conclusion-5/31/17.”
  2. Investigation– Forced to Accelerate- How is acceleration related to force? Calculate average speed, final speed, and acceleration. Record in data table on page 85.
  3. Key Words/Notes- Newton’s second law of motion and acceleration. Write key words and explanation on page 85. Add to your Index.
  4. Conclusion– On page 84, answer the following question: According to your data, how is the acceleration of the cart related to the pulling force?

Tuesday, 5/30/17- A Day

Learning Objective:

  • To develop a performance-based project to demonstrate understanding of principles associated with building bridges
  • To acquire scientific knowledge regarding the design principles associated with force and load distribution in the design of a “popsicle stick” bridge
  • To design, build, and test a “popsicle stick” bridge within design parameters

Learning Activities:

Continue to follow your design to build your bridge! Keep in mind the following parameters:

  • You may use up to 175 wooden coffee stirrers and 25 popsicle sticks and glue. Try to use the fewest sticks possible to reach your goal.
  • The bridge must be able to hold up to 5,000 g weight.
    The bridge must be at least 14 inches in length.
  • When bridge is constructed, it will be placed between 2 chairs & tested with weight bearing test
  • Bridge will also be judged on aesthetics, so be creative

Friday, 5/26/17- B Day- Early Dismissal

Learning Objective:

  • To develop a performance-based project to demonstrate understanding of principles associated with building bridges
  • To acquire scientific knowledge regarding the design principles associated with force and load distribution in the design of a “popsicle stick” bridge
  • To design, build, and test a “popsicle stick” bridge within design parameters

Learning Activities:

Continue to follow your design to build your bridge! Keep in mind the following parameters:

  • You may use up to 175 wooden coffee stirrers and 25 popsicle sticks and glue. Try to use the fewest sticks possible to reach your goal.
  • The bridge must be able to hold up to 5,000 g weight.
    The bridge must be at least 14 inches in length.
  • When bridge is constructed, it will be placed between 2 chairs & tested with weight bearing test
  • Bridge will also be judged on aesthetics, so be creative

Thursday, 5/25/17- A Day- 8th grade dance tonight!

Learning Objective:

  • To develop a performance-based project to demonstrate understanding of principles associated with building bridges
  • To acquire scientific knowledge regarding the design principles associated with force and load distribution in the design of a “popsicle stick” bridge
  • To design, build, and test a “popsicle stick” bridge within design parameters

Learning Activities:

Continue to follow your design to build your bridge! Keep in mind the following parameters:

  • You may use up to 175 wooden coffee stirrers and 25 popsicle sticks and glue. Try to use the fewest sticks possible to reach your goal.
  • The bridge must be able to hold up to 5,000 g weight.
    The bridge must be at least 14 inches in length.
  • When bridge is constructed, it will be placed between 2 chairs & tested with weight bearing test
  • Bridge will also be judged on aesthetics, so be creative