PHYSICS! Unit 1 Study Plan and Review Packet

Transcription

1 Name Do this! PHYSICS! Unit 1 Study Plan and Review Packet Not this! Test Review Checklist Review the unit objectives. - On the next page, read the unit objectives and check off your current standing on each one. Find your quizzes from this unit - Redo the quiz to make sure that you can still do the problems. - Look at the targets you missed. Think about what you can do to avoid those types of mistakes. Go through the homework assignments from this unit - Re-do at least 5 sample problems, especially those that you are unsure about. (Use WebAssign s Practice Another Version feature!) Do the review packet. - When you are DONE, check your answers with the answer key or with your teacher. Write a cheat sheet not to be used on the test! - One piece of paper: write a very brief summary of all the major points and problem types. Include pictures and examples. The most important thing is to study actively don t just look at it, do it!

2 Below is a list of the 12 objectives you need to be able to do in this unit. Rank yourself on each of the objectives to identify where you need to focus your studying: Core (A) Targets: Skills Mastery: I can do this consistently. Developing: still working on some of the details Beginner: I need help to do this. 1.01A: I can take accurate measurements and can express those measurements with the correct number of significant figures. 1.03A: I can convert between standard metric units of measurement, and I can convert between English and metric units. 1.09A I can interpret linear mathematical models, including the meaning of slope, y-intercept, and individual points. Intermediate (B) Targets 1.02B: I can use the range and average of a set of data to express a value and estimate its uncertainty. I can report these numbers with the correct number of significant figures. 1.04B: I can write a mathematical model as an equation. I know the difference between a variable and a unit of measurement. 1.05B: I can design an experiment or evaluate the effectiveness of an experimental design, taking into account independent variable, dependent variable and control variables. 1.06B: I can use a math model to make a prediction including units 1.07B: I can describe and sketch linear, quadratic, and inverse patterns and identify similarities and differences 1.08B: I can complete mathematical operations and retain the correct significant figures with measurements expressed in standard and/or scientific notation. 1.09B: I can interpret inverse or quadratic mathematical models, including the meaning of slope, y-intercept, and individual points. Advanced (C) Targets 1.03C: I can use FLM to convert numbers that have units in the denominator. 2

3 1.09C: I can interpret any mathematical model, including the meaning of slope, y-intercept, and individual points. Measurement with Significant Figures Target 1.01A: I can take accurate measurements and can express those measurements with the correct number of significant figures. Measure an object s length with a (regular or 4-sided) meter stick. Write measurements with the correct number of significant figures, given the tool that is used. Measure the following lengths and volumes. Write the measurements with correct significant figures and units in the bottom right corner of each box

4 Average and Uncertainty Target 1.02B - I can use the range and average of a set of data to express a value and estimate its uncertainty. I can report these numbers with the correct number of significant figures. For each data set below, calculate the average and uncertainty. Remember to round the uncertainty to ONE significant figure and round the average to the PLACE VALUE of the uncertainty. Three students measure the time it takes a ball and a coffee filter to fall to the ground from a certain height. Express each data set using the average and uncertainty. Ball: Time (sec) Measurement Measurement Measurement Measurement Coffee Filter: Time (sec) Measurement Measurement Measurement Measurement Correctly complete the missing boxes in the data tables below. Mass Length of Average (g) Stretch +/- 0.1 Length Uncertainty cm of Length of Stretch Stretch +/- 1 (cm) (cm) Trial 1 Trial 2 Trial Diameter of Column m (+/- 0.3) Compression Strength lbs (±5) Trial #1 Compression Strength lbs (±5) Trial #2 Compression Strength lbs (±5) Trial #3 Average Compression Strength (lbs) Compression Strength Uncertainty (lbs)

5 Units and Unit Conversions Target 1.03A: I can convert between standard metric units of measurement, and I can convert between English and metric units. Target 1.03C: I can use FLM to convert numbers that have units in the denominator. Complete the following conversions. Write your answer using correct significant figures. 7. Convert 2,124 inches to meters. 8. Convert 112,433,328 cm to km. 9. Convert 120 minutes to hours. 10. Convert 34 meters/second to meters/hour. 11. Convert 81 km per hour (km/hr) to meters per second (m/s). 5

6 Experimental Design 1.05B: I can design an experiment or evaluate the effectiveness of an experimental design, taking into account independent variable, dependent variable and control variables. Answer the questions below based on each research question. 12. While watching skateboarders drop in to half-pipes of different heights, you notice 2 things: 1) that different skateboarders on the same half-pipe can reach different speeds by the bottom flat portion by using different drop in technique and 2) that the same skateboarder reaches faster speeds on higher half-pipes. You decide to investigate "How does the height of a half-pipe affect the speed a skateboarder reaches at the bottom flat portion of the half-pipe?" a. What is the independent variable? b. What is the dependent variable? c. What are the controlled variables? (i.e. what must you keep constant?) 13. "How does the height of a crater formed by a falling rock depend on the height from which the rock was dropped?" a. What is the independent variable? b. What is the dependent variable? c. What are the controlled variables? (i.e. what must you keep constant?) 14. You test the thickness of different ropes to see how much tension they can withstand before breaking. a. What is the independent variable? b. What is the dependent variable? c. What are the controlled variables? (i.e. what must you keep constant?) 6

7 Experimental Design Four students wants to find out if Bleach X or Bleach Y is better at removing stains. They plan to use two white shirts, stain each of them with mustard, and then wash each of them using bleach. They can change the size of the stain on the shirt and the amount of bleach they add to the water. Each student does a separate experiment, as shown below: A. Allan s experiment: B. Betty s experiment: C. Cally s experiment: D. David s experiment: 15. Which student did their experiment correctly (A, B, C, or D)? 16. Pick one of the experiments above that you do NOT think is correct, and explain to that student what is wrong with their experiment and what they should do to improve it. 7

8 Mathematical Models Target 1.07B: I can describe and sketch linear, quadratic, flat line, and inverse patterns and identify similarities and differences. 17. Graphically: Draw the general shape of each pattern in the correct graph: Linear: Quadratic: Inverse: Flat Line: 18. Mathematically: Write the general equation that goes with each graph y = y = y = y = 19. Visually: Fill in the following visual representations for how y changes when x doubles: As x -> x x -> x x -> x x -> x y -> y -> y -> y -> 20. In words: Use words to describe how y changes as x doubles. As x doubles As x doubles As x doubles As x doubles 21. Identify the following data tables as linear, inverse, quadratic, or flat line X Y X Y

9 Significant Figures Target 1.08B - I can complete mathematical operations and retain the correct significant figures with units. Complete the following operations and write your answer with the correct number of sig figs. Answer (calculator or by Answer (sig figs) hand) x ,600 1, / * *

10 Mathematical Models Target 1.04B: I can write a mathematical model as an equation. I know the difference between a variable and a unit of measurement. Targets 1.09A, 1.09B, and 1.09C: I can interpret mathematical models, including the meaning of slope, y intercept, and individual points. Imagine you are investigating how much a spring stretches out when different masses are hung from it, then lowered until they are completely still. You observe the following pattern: Mass vs. Spring Stretch 29. Write out the mathematical model for this system, using variable names and units: Stretch (cm) y = mx+b m =.30 cm/g b = cm Mass (g) 30. What is the meaning of the slope of this line? 31. What is the meaning of the y intercept of this line? 32. Imagine that another lab group does the same experiment with a different spring, and their graph is much steeper than yours. In everyday language, what was different about their spring? 33. Make a prediction about the stretch of the spring when a kilogram mass is hung from it. 10

11 In the next experiment, you look for a relationship between the radius of a circle cut out of paper and the mass of that piece of paper. You cut out circles of different sizes and record the mass of each one: 34. Write out the mathematical model for this system, using variable names (and units if you can!): Grams / radius 2 Mass (g) Radius of Circle (cm) 35. What is the meaning of the y intercept of this line? 36. Is this slope getting steeper, shallower, or staying the same? What does this tell you? 37. You cut each circle so that the radius is 1 cm smaller. Do you remove more paper from the large circles or the small circles? Explain why. 38. Make a prediction about mass of a circle with a radius of 9.0 cm. 11

12 Interpreting Graphs 39. For the graph above, what does the value of the slope tell you about the runner? 40. For the graph above, give a reason for the y-intercept being 30.0 calories? 41. How would the graph change for a more efficient runner? 42. The graph to the left shows how the brightness of a flashlight affects how long a battery lasts. Pattern / math model is The fact that the slope is NEGATIVE tells us that: The fact that the slope is getting shallower tells us that: 12