Physics #1 - Motion Notebook

Transcription

1 Name Hour Group # Test Date Physics #1 - Motion Notebook Physics #1 - LEARNING Targets Physics #1 Vocabulary:

2 You re The Scientist #1 Getting to Know a Physicist! You will research a physicist and create a poster to show what you have learned. Use the websites below or a reliable site of your choice. Requirements for Poster: of Physicist (this should be the title), when they were (and if/when they ), and their. Why is this physicist? (5 sentences minimum in YOUR OWN WORDS.) of this scientist or their work. 2 (or more) additional Note Taking Area (Use your spiral for the rough draft.) Name: Born/Died: Famous for: Illustration ideas: Fun Facts:

3 You re The Scientist #2 Graphing Walking Rate You will be walking at a normal, constant pace for 10 seconds. A lab partner will time you. You will then find and graph your walking rate. 1. Mark your starting position. 2. Have your partner time out 10 seconds as you walk at a constant rate. 3. When your partner says stop, mark your ending position. 4. Measure the distance you walked in meters. 5. Repeat for each group member. 6. Record data in the table. Name Time (10 s) Distance (m) 10 s 10 s 10 s 10 s 7. You will need two points to make a line on the graph. The second point is the data found in the table above (10 seconds, 15 meters for example). The first point for everyone is the same. What was the starting time? What was the starting distance? So the first data point is, for everyone. 8. Give the graph a title. 9. Label the x-axis and y-axis for the graph.. (Remember Dry Mix, the Dependent/Responding variable will be on the y-axis and the Manipulated/Independent variable will be on the x-axis.) 10. Appropriately number the x and y axis. 11. Graph each person s walking rate. Create a key and use a different color for each person.

4 Graph Analysis 1. What is the same about each person s line? 2. What is different about each person s line? 3. Make a claim about line steepness and speed. 4. Give a piece of evidence to support your claim.

5 You re The Scientist #3 Graphing a Changing Walking Rate You will be walking for 20 seconds total, but this time your rate will change. You will use bean bags to mark different points during your walk. 1. Mark your starting position with a bean bag (you will be holding 4 more bean bags) 2. Have your partner count the seconds off to you as you walk. ( Start ) 3. Walk at your REGULAR RATE for 5 seconds. When your partner says 5, drop the second bean bag at that location. 4. For the next 5 seconds WALK FASTER than your regular rate. When your partner says 10, drop your third bean bag at that location. 5. STAND STILL for the next 5 seconds. When your partner says 15, drop your forth bean bag at that location. 6. WALK SLOWER than your regular rate for the next 5 seconds. When your partner says 20, drop your last beanbag at that location. 7. Measure your distances between each bean bag in meters (round to the closest ½ meter). REGULAR FAST SLOWER STARTING WALKING WALKING STOP WALKING POINT RATE 0-5 RATE 5-10 SECONDS RATE SECONDS SECONDS SECONDS TOTAL TIME (S) TOTAL DISTANCE (M) 0 s 5 s 10 s 15 s 20 s 0 m 8. How do you think this graph will be different than yesterday s graphs? 9. How do you think the graph will be the same as yesterday s graph? 10. Graph your changing walking rates on your graph.

6 Graph Analysis 1. Why does this graph look different than my last graph? 2. Compare the line on the graph when you were walking fast compared to walking slow. 3. When looking at the graph how can you tell if they stopped? 4. How is your graph like your table partner s graph? How is it different?

7 All in the universe is constantly in. Something in motion is changing. Speed is measured by comparing the traveled to the it took. Speed is the rate of of. Speed can be calculated by dividing the traveled by the it takes to travel that distance. The formula for speed is: = / For example a person runs 20 meters in 2 seconds. Their speed is 20 meters in 2 seconds. But, we report speed as a. So, we have to scale down the rate the person ran to 10 meters / 1 second, or. In order to measure the speed of an object you will need a tool to measure and a tool to measure. Tools to measure distance:, or Tools to measure time: or. Once you have calculated the speed of an object it must have. (No numbers!) Distance Unit Kilometers ( ) Meters ( ) Millimeters ( ) Miles ( ) Feet ( ) Inches ( ) Per (/) Time Unit Hour ( ) Minute ( ) Second ( )

8 The unit for the speed of a car is often ( ) for the metric system and often ( or ) in customary (U.S. units). But, the unit for speed of an ant crawling across the sidewalk may be ( ). is shown with a - Graph We can use a distance-time graph to illustrate the of an object. This also allows us to the speed of one object to another. On this graph: is plotted on the x-axis. is plotted on the y-axis. A line means the object is not changing its position it is. A line means that the object is moving. o If the sloped line is the object is moving at a constant speed. o If the sloped line is the object is. The the sloped line, the the motion. A downward or sloping line means the object is returning to the. What is happening at each number? 1&2- Both objects are moving at a but is faster than. 3- The object is NOT moving, it is. 4- The object is getting faster ( ). 5- The object is returning to its position at a speed.

9 1. Calculate the speed of a runner who finishes the 100 meter dash in 20 seconds? 2. According to the graph, which runner won the race? 3. Which runner stopped for a rest? For how long? 4. How long did it take Bob to complete the race? 5. Calculate Albert s speed. 6. Calculate Charlie s speed. 7. Draw lines on this graph to represent an object that is stationary for a period of time and then moves away from the starting position at a constant speed. 8. Draw lines on this graph to represent an object moving at a constant speed for a period of time then moves back to the starting position at a constant speed for a period of time and then stops at the starting point for a period of time.

10 9. Study the distance-time graphs below and match them with the correct description. Distance Distance Distance Distance a. Object is traveling at a constant speed and then stops b. Object is traveling at a constant speed c. Object is accelerating d. Object is traveling at a constant speed away from home, turns around and returns home at a constant speed e. Object is traveling at a constant speed, then stops for a period of time then returns home at a constant speed f. Object is stationary away from home

11 Speed (m/s) You re The Scientist #4 Speed Time Graphs 1. Using the formula; speed = distance / time, calculate the walking speed of each person in your group from YTS # (not #3). Name Distance (from YTS#2) Time (10 s) 10 s 10 s 10 s 10 s Walking speed (m/s) 2. The graph below is different from the graphs we ve been using. Notice that this graph has on the y-axis instead of distance. 3. Number the graph. 4. Make a SPEED-TIME graph for each person s walking speed (use different colors) Time (s) 1. What do you notice is similar to the distance/time graph? 2. What do you notice is different from the distance/time graph?

12 Acceleration When you watch a plane takeoff, for the first few seconds it barely seems to move. With each passing second, however, you can see it move. When an object changes its speed it is. Acceleration is the rate of of. This can cause an object to: ( acceleration) ( acceleration) is a in speed An example of a unit for acceleration is: meters per second squared ( ). This tells us how the speed is changing each. For example 5 m/s 2 means that every second the object is going m/s faster. Time 0 s 1 s 2 s 3 s 4 s Speed m/s m/s m/s m/s m/s is shown with a - Graph We can use a speed-time graph to illustrate the of an object. On this graph: is plotted on the x-axis is plotted on the y-axis A line across the x- axis means the object is. A line across not on the x-axis means the object is moving at a speed. A sloped line means that the object is. o If the sloped line is positively sloped, the object is up. o If the sloped line is negatively sloped, the object is down. The the sloped line, the the acceleration.

13 What is happening at each number? 1- The object is The object is. 3- The object is traveling at a The object has greater than at The object is. Describe the motion of the bus: From point O-A, the line is positively sloping so the object is. From point A-B, the line is horizontal and not at 0 so the object is moving at a speed. From point B-C the line is negatively sloping so the object is. From point C-D, the line is horizontal and at 0 so the object. From point D-E, the line is positively sloping so the object is. From point E-F, the line is horizontal and not at 0 so the object is moving at a speed. The slope of O-A is than the slope of D-E, so line shows a greater acceleration.

14 1. Draw lines on a speed/time graph that shows a bike at rest for a period of time and then speeding up for a period of time. 2. Draw lines on a speed/time graph that shows a car speeding up for a period of time and then traveling at a constant speed for a period of time and then slowing down for a period of time. 3. Study the speed-time graphs below and match them with the correct description. a. Object is accelerating, then traveling at a constant speed then slowing down to a stop b. Object is traveling at a constant speed c. Object is accelerating d. Object is at rest e. Object is accelerating then traveling at a constant speed f. Object is accelerating then slowing down to a stop

15 You re The Scientist #5 Car Speed In this investigation you will determine if doubling the mass on a car or doubling the ramp height will increase the speed of the car the most.

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17 In any experiment, it is important to keep everything the except for the item you are testing. All of the items you keep the same are called your. The factor you change is called your variable (or variable). If you have more than one independent variable, you will not know what causes the you observe in the investigation. Remember: variable! This variable is recorded on the -axis of a graph. Remember Dry. The factor that changes as a result of your independent variable is called your variable (or variable). Remember: Data! This variable is recorded on the -axis of a graph. Remember Mix. It is best to each experiment at least three times to make sure it is a and to increase your. When an investigation is repeated with the results every time it is considered. You want to set up an investigation to determine which will roll faster down a ramp, a steel sphere with a mass of 10 g or a steel sphere with a mass of 100 g. The MASS of the steel spheres (10 g and 100g) is your variable. The SPEED of the spheres down the ramp is your variable. Some of the in this experiment are: you must use the ramp each time, the ramp must have the length each time, the ramp must have the height each time.

18 This is a correct investigation! This is a BAD investigation. There is independent variable. Independent Variable: Dependent Variable: Controls: ramp with the same and the same Good Investigation! There are independent variables. Independent Variable: Independent Variable: Dependent Variable: Bad Investigation! Experiment Independent Variable Dependent Variable Controls Same: Same: Same: Same:

19 It is important to make sure you are using the correct in a scientific investigation. Tool Is called Measures Unit(s) Some measurements and investigations will require more than one tool. For example, when you measure speed you need a and a. What tools would you need in an investigation to find the ramp angle at which a 300g car travels fastest?

20 1. You want to find out what type of gas will keep a balloon floating the longest. We will use (the same / three different) balloon(s). We will use (the same / three different) gas(es). We will need a to measure the time the balloon floats. The independent variable is the (floating time / type of gas). The dependent variable is the (floating time / type of gas). 2. If a group of science students want to find out what amount antacid tablets in 5 ml of water will cause the film canister rocket to go the highest, how should they set up the investigation? a. Set up the same film canister and use the same amount of antacid tablet each time. b. Set up the same film canister and use different amounts of water each time. c. Set up three different film canisters with three different amounts of antacid tablets. d. Set up the same film canister and use different amounts of antacid each time. Study the six diagrams below and then answer the next question. 3. Which three trials would you use if you wanted to test how the type of Frisbee affects the distance it will travel Circle your CONTROLS: type of Frisbee distance of flight person strength of throw Circle your INDEPENDENT VARIABLE: type of Frisbee distance of flight person strength of throw Circle your DEPENDENT VARIABLE: type of Frisbee distance of flight person strength of throw You are now done with the Physics #1 Notebook! Look back at your Learning Targets.