ISN 7 Measuring Motion 2011b - Northbrook School District 28asato/isn/isn7.pdfISN VII: Measuring...

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ISN VII: Measuring Motion# Item Check INCheck IN Value Lost

Text Pages 2-7 2

3-5 Graphing Instruction & Graph Sample 2

6-7 Measuring Distance & Time, Speed 4

Text Pages 8-13 2

8 LAB: Marble Madness 18

9 Marble Madness Graph 10

10 Marble Madness Conclusion 10

11-14 Slope & Lines Tutorial and Worksheet 2

15-17 LAB: Speed Buggies 14

16 Speed Buggies Graph 10

18-20 Speed and Velocity Worksheet 4

21-24 Graphing: INTERPRETING DATA 2

Text Pages 16-19, PAges 20-21 4

25-29 LAB: RUN!! 25

30 Acceleration Questions 2

31-32 Cartoon Notes no check for this 0 0

33 Mind Map 5

34-35 Outside Reading Article & Response 10

Parent signature day before quiz 5

TotalTotalTotal 131

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Parent signature ____________________________________________date__________

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 email address: [email protected]

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 ...

9. 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 7.

21. Polymers are composed of many monomers linked together.

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mailto:[email protected]

mailto:[email protected]

SCIENCE GRAPHING INSTRUCTIONSSCIENCE 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

11. If we are not going to use a

trendline then you can skip to

step #17

12. When adding a trendline, first,

click on your series data line

13. Then click on Chart in the

top menu

14. Select Add Trendline...

15. 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

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)



Set intercept to zero (1 pt)

10 cm height x 15 cm wide (1 pt)

5

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

Speed WorksheetLABEL 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

7 1.5 s 240 cm

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LAB: Marble Madness Vocabulary:variable, speed, hypothesis

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 timer3. 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 100.00 cm

distance.Data Table: (15 pt) round all 0.01 units

Ramp

Angledistance time to fall

Average

timeSpeed

5˚trial 1

5˚ trial 25˚trial 3

10˚trial 1


20˚trial 1


30˚trial 1


graded by:_____________________

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LAB: Marble Madness Class Results: (2 pt)

Ramp

Angle 5˚ 10˚ 20˚ 30˚Avg.

SpeedGRAPH: (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.)

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LAB: Marble MadnessConclusion

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

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III

III IV

Slope BasicsThe 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

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)

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Let’s look at different lines in Quadrant I.

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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 slope-intercept form, because b can be interpreted as the y-intercept of the line, the y-coordinate where the line intersects the y-axis.

13

http://en.wikipedia.org/wiki/Math_symbol

http://en.wikipedia.org/wiki/Math_symbol

http://en.wikipedia.org/wiki/%CE%94

http://en.wikipedia.org/wiki/%CE%94

http://en.wikipedia.org/wiki/Linear_function

http://en.wikipedia.org/wiki/Linear_function

http://en.wikipedia.org/wiki/Y-intercept

http://en.wikipedia.org/wiki/Y-intercept

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 ____

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...



D

14

LAB: Speed BuggiesPurpose: (1pt) __________________________________________________________________

__________________________________________________________________Hypothesis:

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)

DistancesDistances 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

graded by:_____________________

d

" t

d

" t

d

" t

15

LAB: Speed BuggiesGraph (10 pt)

Cut out and ATTACH GRAPH over this boxGraph 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)



Set intercept to zero (1 pt)

10 cm tall and 15 cm wide (1 pt)

16

LAB: Speed BuggiesAnswer in Complete sentences:

1. (2 pt.) What is the average speed of the vehicle?round to whole cm/shint: 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

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?

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Speed and Velocity Worksheet Round all answers to 0.1. Show all work. Round all answers to 0.1

6. A jogger runs a1000 m race in 250 s. What is the jogger's speed?

7. The speed of light is 3 x 108 m/s. How long does it take light to travel the

1.49 x 1011m 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?

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)

Time in sec Distance in m0 01 22 43 64 105 146 187 228 269 30

10 34

19

P

LA

CE

GR

AP

H H

ER

E

side

way

s an

d la

rge

size

gra

ph

20

Interpreting Graph Data Presentation

Interpreting Graph Data

Distance vs. Time

&

Speed or Velocity vs. Time

reference

Slope

x-axis

Independent variable

y-a

xis

Dep

end

ent

var

iable

1. What does the slope represent?

Distance

Time


Distance

Time


Distance

Time


Distance

Time

21



Distance

Time


Speed

or

Velocity

Time


Speed

or

Velocity

Time


Speed

or

Velocity

Time


Speed

or

Velocity

Time

10. What does the slope

represent?

Speed

or

Velocity

Time

22


11. Which is moving faster?

Distance

Time

A

B

12. Which is accelerating?

Distance

Time

A

B

Distance

Time

a b

c

13. Describe the motion of the car

d e

14. Describe the motion of the car

Speed

or

Velocity

Time

e

f

gh

23

Graphing: Interpreting Data

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. 8-10 s e. 10-14 s f. 14-18 s. g. 18-20 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. 8-10 s e. 10-14 s f. 14-18 s. g. 18-20 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. 8-10 s e. 10-14 s f. 14-18 s. g. 18-20 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?

0

2

4

6

8

10

12

14

16

0 2 4 6 8 10 12 14 16 18 20 22

Time in seconds(s)

Dis

tan

ce in

(m

)

24

LAB: RUN! Purpose: To change speeds on an 80 meter track in order to produce the following speed vs time graphs for a moving student:

Vocabulary: acceleration, velocityMaterials: 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 0.014.Add linear trendline with formula ( DO NOT set the intercept to 0)5.Print Graphs on one page and attach to lab reportLab 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)

graded by:____________________________________

GRAPH A

Speed

" " "" time

GRAPH B

Speed

" " "" time

GRAPH C

Speed

" " "" time

25

GRAPH A

Speed

" " "" time

GRAPH B

Speed

" " "" time

GRAPH C

Speed

" " "" time

marker total time speed

10

20

30

40

50

60

70

80

Round to the 0.01

Round to the 0.01

Round to the 0.01


10

20

30

40

50

60

70

80


10

20

30

40

50

60

70

80

Data Tables (12 pt)

26

LAB: RUN! Graph A & Additional Questions:

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

Cut out and ATTACH GRAPH A over this box, (9 pt)


Label both axes and units (i.e. time in sec.) (1 pt)

Title (1pt)

Name with period (1 pt)





27

LAB: RUN!Graph B & Additional Questions:

Cut out and ATTACH GRAPH B over this box (9 pt)



Title (1pt)






6.What was the average acceleration for Graph B? (2pt) USE correct UNITS

28

LAB: RUN!Graph C & Additional Questions:

7. What was the average acceleration for Graph C? (2pt) USE correct UNITS

Cut out and ATTACH GRAPH C over this box (9 pt)



Title (1pt)






29

Acceleration

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=_____________

€

acceleration =final.velocity − starting.velocity

time

30

Eureka: Acceleration Part 21. 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 here15 cm wide x 16 cm tall

33

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---2. Use “Sato’s Science Search Engine” linked on Mr. Sato’s

site

Tape or staple Outside Reading Article over this page

34

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 chapter2. Something from this unit we did in class or lab3.Your own life

•EXTENSION OF IDEAS•GOOD BALANCE of References and Connections•Conclusion•Printed work is preferred.

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ISN 7 Measuring Motion 2011b - Northbrook School District 28asato/isn/isn7.pdfISN VII: Measuring...

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Transcript of ISN 7 Measuring Motion 2011b - Northbrook School District 28asato/isn/isn7.pdfISN VII: Measuring...