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1 name: per ISN VII: Measuring Motion # Item Check IN Value Lost Text Pages Graphing Instruction & Graph Sample Measuring Distance & Time, Speed 4 Text Pages LAB: Marble Madness 18 9 Marble Madness Graph Marble Madness Conclusion Slope & Lines Tutorial and Worksheet LAB: Speed Buggies Speed Buggies Graph Speed and Velocity Worksheet Graphing: INTERPRETING DATA 2 Text Pages 16-19, PAges LAB: RUN!! Acceleration Questions 2 Parent signature date Cartoon Notes no check for this Mind Map Outside Reading Article & Response 10 Parent signature day before quiz 5 Total 131 1

2 Updated Things 2 Know 1. SAFETY FIRST!! (lab walk, fragile things, P.A.S.S., etc) 2. You are required to have a pencil or erasable pen, ISN with cover, calculator, ruler, and red or green pen everyday. 3. on-line textbook myscienceonline.com 4. Satoʼs address: asato@northbrook28.net 5. Matter is anything with mass and volume. 6. Matter is made of tiny particles that are always in some motion. 7. Matter can exist in several states(or phases), the most common are solid, liquid, gas and plasma. 8. Temperature is how fast the particles are vibrating and Heat is how many particles there are and how fast they are moving. 10. An element is the most basic type of matter that is still unique. 11. Atoms are composed of protons, neutrons and electrons. 12. The number of protons(atomic number) determines the identity of an element 13. Matter is described by its physical and chemical properties. 14. The periodic table is organized on several levels, including by: atomic number, electron configuration, similar properties. 15. Elements can bond together to form chemicals other than elements. 16. There are three types of bond: ionic, covalent and metallic. 17. The valence electrons determine how an substance bonds. 18. We studied 4 types of reactions: synthesis, decomposition, single replacement and double replacement. 19. Chemical equations are balanced using coefficients. 20. ph levels of acids are less than 7, bases are greater than 7, neutral is Polymers are composed of many monomers linked together. 2

3 SCIENCE GRAPHING INSTRUCTIONS 1. Open Microsoft Excel 2. Create new workbook(if not open) 3. Enter Column A & B headings 4. Enter Data (numbers only) below 5. Highlight Number Data only, the data will become shaded except for one box, don t worry! 6. In top menu bar click Insert then Chart 7. Choose XY (Scatter) graph 8. We usually use this style. A graph will appear in your document now. 9. Make sure to have your Formatting Palette open by clicking on Toolbox 10. Click on your graph and use the Chart Options section of your Formatting Palette to change the graph. a. You can switch between Chart Title, X(Horizontal) and Y (Vertical) Axis b. Axis need variables & units. c. Add in major vertical gridlines d. Edit legend and data labels if needed 3

4 11. If we are not going to use a trendline then you can skip to step # When adding a trendline, first, click on your series data line 13. Then click on Chart in the top menu 14. Select Add Trendline TYPE- We usually use linear, but not always 16. OPTIONS- We usually check the Display equation on chart box. Sometimes we set intercept to zero. Check the specific graph instructions 17. Resize your graph 18. Always select print preview to check your work before killing trees. 4

5 Graphing Samples Cut out and ATTACH GRAPH over this box(10cm height x 15 cm wide) Use XY Scatter type graph (1 pt) Title is Sample by Your Name and period (2pt) Label both axes with variable (1 pt) Label both axes with units (i.e. time in sec.) (1 pt) Major Gridlines (X&Y) (2 pt) Remove Legend (1 pt) Add linear trend line (1 pt) Display equation on chart (1 pt) Do not set intercept to zero (1 pt) 10 cm height x 15 cm wide (1 pt) Cut out and ATTACH GRAPH over this box (10cm height x 15 cm wide) Use this (x,y) data: (0,0) (5,7) (10,15) (20,27) Use XY Scatter type graph (1 pt) Title is Distance vs. Time by Your Name and period (2pt) Label x-axis Time in seconds (2 pt) Label y-axis Distance in meters (2 pt) Major Gridlines (X&Y) (2 pt) Remove Legend (1 pt) Add linear trend line (1 pt) Display equation on chart (1 pt) Set intercept to zero (1 pt) 10 cm height x 15 cm wide (1 pt) 5

6 Measuring Distance & Time Distances like lengths, widths, and depths can be measured in many different units. We use miles, kilometers, yards, meters, feet, centimeters and inches to name a few common ones. For this class we focus on the metric system (SI) because it is used by all scientists around the globe. So our main units are meters (symbol m), centimeters (cm), millimeters (mm) and kilometers (km). Match the symbols ( m, cm, mm, or km ) with the appropriate distances. 1. The distance to NBJH from Chicago should be measured in. 2. The distance for a relay race should be measured in. 3. The length of a textbook should be measured in. 4. The width of a pencil lead should be measured in. Another important measurement is Time. We use hours(symbol h), minutes (symbol min) and seconds (symbol s) Please use these symbols in science class. 6

7 Speed Worksheet LABEL ALL ANSWERS!!!!! Speed = distance time # SPEED TIME DISTANCE 1 5 hours 185 km 2 35 km/h 2 hours 3 5 cm/s 60 cm 4 45 km/h 1.5 hours 5 20 km/s 1.5 s 6 40 km/s 110 km s 240 cm 7

8 LAB: Marble Madness Vocabulary: variable, speed, hypothesis graded by: Hypothesis: If we increase the angle of the ramp then the marble s speed will.... (1 pt.) Materials: Ring stand & clamp, meter stick, marble, stopwatch, protractor Procedures: 1. Use the protractor to set the rampʼs angle to 5 2. Use the meter stick to determine where 100 cm ends starting at the clamp. This is the point when you will stop the timer 3. Time & record how long the marble travels down the ramp. Do three trials, find the average,add the three times then divide by three. Round to 0.01 Remember to include units for all of your numbers 4. Repeat the steps for 10, 20 and 30 ramp angles. 5. Determine the speed for each angle using the average time and cm distance. Data Table: (15 pt) round all 0.01 units Ramp Angle distance trial 1 5 trial 2 trial 3 trial 1 10 trial 2 trial 3 trial 1 20 trial 2 trial 3 trial 1 30 trial 2 trial 3 time to fall Average time Speed 8

9 LAB: Marble Madness Class Results: (2 pt) Ramp Angle Avg. Speed GRAPH: (10 pt) Cut out and ATTACH GRAPH over this box (13 ht. x 15 cm wide) Label x-axis with angle (1/2 pt.) Label x-axis with degrees (1/2 pt.) Label y-axis with avg. speed (1/2 pt.) Label y-axis with cm/s (1/2 pt.) Title (1pt) Name(s) with period (1 pt) Reasonable graph size (1 pt.) Gridlines (X&Y) (1 pt.) Use XY Scatter (1 pt.) Add linear trend line, set int=0 (1 pt.) Add Equation (1 pt.) Remove legend (1 pt.) 9

10 LAB: Marble Madness Conclusion When Mr. Sato returns it to you, cut out and attach Your Graded Quia over this section Write a 5 sentence minimum conclusion about the results of our class experiment. Use complete sentences and proper paragraph structure, Spelling and Grammar count. Include: Name & period in heading (2 pt.) Opening statement (1 pt.) Was your hypothesis supported or not? (1 pt.) What was the variable we were testing in the lab? (1 pt.) Which angles were the fastest & the slowest? (1pt) What were the speeds for those angles?(1pt) Why do you think we got the results that we did? (2pt) How could this lab be improved? (1 pt.) Enter your Marble Report in Quia 10

11 Slope Basics The word refers to the steepness of a surface, the mountainside in the picture for instance. Slope can also refer to the steepness of a line When we refer to a line on a graph, the SLOPE of the line can tell us important information about the graph and the information that the graph is telling us. Graphs like this one have four quadrants II I III IV Focusing in on Quadrant I... The intersection of the X-axis and the Y-axis, is called the origin. The number coordinates of the origin are (0,0) 11

12 Let s look at different lines in Quadrant I. 12

13 SLOPE The slope of a line in the plane containing the x and y axes is generally represented by the letter m, and is defined as the change in the y coordinate divided by the corresponding change in the x coordinate, between two distinct points on the line. This is described by the following equation: (The delta symbol, "Δ", is commonly used in mathematics to mean "difference" or "change".) Given two points (x1, y1) and (x2, y2), the change in x from one to the other is x2 - x1, while the change in y is y2 - y1. Substituting both quantities into the above equation obtains the following: Note that the way the points are chosen on the line and their order does not matter; the slope will be the same in each case. If y is a linear function of x, then the coefficient of x is the slope of the line created by plotting the function. Therefore, if the equation of the line is given in the form then m is the slope. This form of a line's equation is called the slopeintercept form, because b can be interpreted as the y-intercept of the line, the y-coordinate where the line intersects the y-axis. 13

14 SLope & Lines Match the description of the line with the graph s letter 1) The y value is Decreasing 2) The y value is Increasing 3) Undefined slope 4) Slope is a positive number 5) Slope is a negative number D 6) Slope is zero Find the Slope(m) of the following lines using the two points, show work 7) (6,19) and (0,-11) m= 8) (10,-19) and (4,-7) m= 9) (0,14) and (5,-1) m= Bonus: Find the y=mx+b Equation of the previous lines, enter in Quia Slope 10)Equation for # 7 above is... 11)Equation for # 8 above is... 12)Equation for # 9 above is... 14

15 LAB: Speed Buggies graded by: Purpose: (1pt) Hypothesis: d d d " t " t " t If we graph the data from this speed buggy on a distance vs. time graph then the data will look like...(circle one graph hypothesis (1 pt)) Materials: stopwatch, buggy, meter stick, tape, marker Data Table for Buggy All units present, rounded to the nearest whole cm and legible (4 pt) Distances Avg. Time Trial #1 Trial #2 Distance 1 s 2 s 3 s 4 s 5 s 6 s 7 s 8 s 9 s 10 s 15

16 LAB: Speed Buggies Graph (10 pt) Cut out and ATTACH GRAPH over this box Graph average distance vs time Use XY Scatter (1 pt) Label both axes with variable(ex. time ) (1 pt) Label both axes with units (ex. s ) (1 pt) Title (1pt) plus Name with period (1 pt) No legend needed Gridlines (X&Y) (1 pt) Add linear trend line (1 pt) Display equation on chart (1 pt) Set intercept to zero (1 pt) 10 cm tall and 15 cm wide (1 pt) 16

17 LAB: Speed Buggies Answer in Complete sentences: 1. (2 pt.) What is the average speed of the vehicle?round to whole cm/s hint: there are several ways to determine this, pick one 2. (2 pt.) Was the speed of the vehicle constant? How can you tell from the graph? Complete sentence. 3. (1pt.) What is the slope of the best fit line? 4. (1 pt.) What does the slope of the best fit line represent? Complete sentence. Hint: the number from #3 should look familiar 5.(2 pt.)if the time was 900 seconds, what would the distance traveled be? Show work, use y=mx+b 17

18 Speed and Velocity Worksheet Round all answers to 0.1. Show all work. 1. A student practicing for a track meet ran 250 meters in 30 seconds. a. What was her speed? b. If on the following day she ran 300 meters in 30 seconds, by how much did her speed increase? 2. How fast was a plane flying if it traveled 400 kilometers in 30 minutes? 3. If the average speed of a car is 45 km/h, how far can it travel in 40 min.? (hint : check your units) 4. Define velocity(text pg. 12) 5.A car traveled 22 kilometers from Northbrook to Chicago in 0.5 hours. What was its velocity? 18

19 Speed and Velocity Worksheet Round all answers to 0.1. Show all work. Round all answers to A jogger runs a1000 m race in 250 s. What is the jogger's speed? 7. The speed of light is 3 x 10 8 m/s. How long does it take light to travel the 1.49 x m distance from the sun to the earth? (Use equation triangle to set up) 8. The following table summarizes Jack's ride on his roller blades. a. What was Jack's speed from the 5th second to the 10th second? b. What was Jack's speed for the entire ride? Time in sec Distance in m c. Make a large excel graph of Jack's ride, distance vs time, time on x-axis (use XY (Scatter) with points connected by straight lines, no trendline) 19

20 PLACE GRAPH HERE sideways and large size graph 20

21 Interpreting Graph Data Presentation reference Slope Interpreting Graph Data Distance vs. Time & Speed or Velocity vs. Time y-axis Dependent variable x-axis Independent variable 1. What does the slope represent? 2. What does the slope represent? Distance Distance Time Time 3. What does the slope represent? 4. What does the slope represent? Distance Distance Time Time 21

22 Interpreting Graph Data Presentation 5. What does the slope represent? 6. What does the slope represent? Distance Speed or Velocity Time Time 7. What does the slope represent? Speed or Velocity 8. What does the slope represent? Speed or Velocity Time Time 9. What does the slope represent? Speed or Velocity 10. What does the slope represent? Speed or Velocity Time Time 22

23 Interpreting Graph Data Presentation 11. Which is moving faster? 12. Which is accelerating? A A Distance Distance B B Time Time 13. Describe the motion of the car 14. Describe the motion of the car Distance c d e Speed or Velocity f a b e g h Time Time 23

24 Graphing: Interpreting Data Distance in (m) Time in seconds(s) The graph shows data for a skateboarder skating in a park. He starts skating from the east side of the park towards the west side. Show work for speed questions below. Use the equation triangle for s=d/t State answers in the appropriate units. 1. During which times was the skater not moving? Circle all that apply. a. 0-2 s b. 2-6 s c. 6-8 s d s e s f s. g s 2. During which times was the skater moving forward to the west? a. 0-2 s b. 2-6 s c. 6-8 s d s e s f s. g s 3. During which times was the skater moving back towards the east? a. 0-2 s b. 2-6 s c. 6-8 s d s e s f s. g s 4. What was the speed between from time 2 to 6 s? 5. What was the speed between from time 10 to 14 s? 6. During which time interval was the skater the fastest? AND How can you tell by looking at the graph? 24

25 LAB: RUN! Purpose: graded by: To change speeds on an 80 meter track in order to produce the following speed vs time graphs for a moving student: GRAPH A GRAPH B GRAPH C Speed Speed Speed " " " " time " " " " time " " " " time Vocabulary: acceleration, velocity Materials: stopwatch, flags, computer, Procedures: 1. Plan your Strategy for each graph: What does each graph represent How will you have to move to recreate the graphs 2.Record the times and calculate the speeds (each section is 10 m) 3.Graph Data on Excel, round to the Add linear trendline with formula ( DO NOT set the intercept to 0) 5.Print Graphs on one page and attach to lab report Lab Questions: 1.How are the graphs for this lab different than the Speed Buggies? (1pt) 2.Was the speed of the student ever constant? How can you tell from the graphs? (2pt) 3.Define velocity (1pt) 4.Define acceleration and write the formula to find it. (2pt) 25

26 Data Tables (12 pt) GRAPH A Speed " " " " time Round to the 0.01 marker total time speed Speed GRAPH B marker total time speed " " " " time Round to the Speed GRAPH C marker total time speed " " " " time Round to the

27 LAB: RUN! Graph A & Additional Questions: Cut out and ATTACH GRAPH A over this box, (9 pt) Label both axes with variable (1 pt) Label both axes and units (i.e. time in sec.) (1 pt) Title (1pt) Name with period (1 pt) Gridlines (X&Y) (2 pt) Use XY Scatter (1 pt) Add linear trend line (1 pt) Display equation on chart (1 pt) 5.(2pt) What was the average acceleration for Graph A? (YOU NEED TO HAVE ADDED THE FORMULA To Your GRAPH!!!! Recall... y=mx+b, where m is the slope. Slope on a speed vs. time graph is average acceleration. What units will you use for acceleration? It depends on the graph!!) USE correct UNITS 27

28 LAB: RUN! Graph B & Additional Questions: Cut out and ATTACH GRAPH B over this box (9 pt) Label both axes with variable (1 pt) Label both axes and units (i.e. time in sec.) (1 pt) Title (1pt) Name with period (1 pt) Gridlines (X&Y) (2 pt) Use XY Scatter (1 pt) Add linear trend line (1 pt) Display equation on chart (1 pt) 6.What was the average acceleration for Graph B? (2pt) USE correct UNITS 28

29 LAB: RUN! Graph C & Additional Questions: Cut out and ATTACH GRAPH C over this box (9 pt) Label both axes with variable (1 pt) Label both axes and units (i.e. time in sec.) (1 pt) Title (1pt) Name with period (1 pt) Gridlines (X&Y) (2 pt) Use XY Scatter (1 pt) Add linear trend line (1 pt) Display equation on chart (1 pt) 7. What was the average acceleration for Graph C? (2pt) USE correct UNITS 29

30 Acceleration acceleration = final.velocity starting.velocity time Notes: -Show work -Double check your units! -If your answer is a negative number that means slowing down -Round to the nearest tenth. 1. A rocket started at 2500 km/h and sped up to to 3200 km/h in 11 seconds. acceleration= 2. A car traveling at 85 km/h slows to a stop in 4 s. acceleration= 3. A stone at rest (0 m/s) was pushed down a hill. It hit the bottom traveling at 21 m/s. It took 7 seconds. acceleration= 4. A rock at rest was dropped off a cliff. It hit the bottom in 4 seconds and was traveling 39.2 m/s at the time. acceleration= 5. A basketball player jogging at 2 m/s, sped up to 6 m/s to steal the ball. It took 0.5 seconds to accelerate. acceleration= 30

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33 Eureka: Acceleration Part 2 1. We measure acceleration in the units of per per 2.Another way to write this is: 3. And another way to write this is: Mind Map Use Word Processing and the following terms to create a concept map: motion, speed, velocity, acceleration, distance, time, slope attach map here 15 cm wide x 16 cm tall 33

34 Outside Reading Article Find a current article (2004-present)that relates to our current ISN.To find articles you can use these two great research resources: 1. Go to the NBJH homepage then Click on Library Resource Center and then use the DATABASES for Magazine/ Internet/Newspaper ---or Use Sato s Science Search Engine linked on Mr. Sato s site Tape or staple Outside Reading Article over this page 34

35 Extended Response attach EXTENDED RESPONSE here Response should be one/two paragraphs that includes: KEY IDEAS from the article. CONNECTIONS from the article to 1. The current science chapter 2. Something from this unit we did in class or lab 3.Your own life EXTENSION OF IDEAS GOOD BALANCE of References and Connections Conclusion Printed work is preferred. 35