Friction

2/16 Holiday2/17 Friction WB p 141 TB pp. 965-967

HW: TB p. 966 #6-8 in NB2/18 Friction WB p. 142 -1432/19 Friction TB p. 968 Read and CN /

Roller Coaster Gallery WalkHW: TB p. 968 #1-3

2/20 Friction WB p. 149-150Quiz - Friction and free fall on the moon.

Turn in WB pages, notebook, and HW

Date: 1/10-11 Objective: I can investigate momentum during a

collisionBell Ringer:1.What is the GPE for both Students?

2. Explain why student B has more potential energy than student A.

In the diagram below, the letters A, B, and C represent three identical satellites and their relative distances from Earth as seen from space.

1.Which satellite would experience the strongest pull of Earth’s gravity? Why?

2.State a scientific principle that explains your answer in part

At which position does the boulder have the greatest kinetic energy?

(1) A (2) B (3) C (4) D

Date: 2/17 Objective: I can investigate how friction is affected by weight.

Bell Ringer: At which position does theboulder have the greatest 1.kinetic energy and 2.gravitational potential energy? Explain Why.

Date: 1/15/13 Objective: I canunderstand, graph and write a conclusionabout how friction and weight are relatedBell Ringer: A golf club with a mass of .35kg and a velocity of 38 m/s strikes anda .04kg golf ball at rest. After the contactthe club moves with a velocity of 29 m/s.What is the golf ball’s velocity after contact? m1v1 +

m2v2 = m1v1 + m2v2 before = after

2/17 ActivityObjective: I can investigate how

friction is affected by weight.Friction WB p 141-142

TB pp. 965-966 Investigate #1-8

Coefficent- a number that is constant for a given substance, body, or process under certain specified conditions, serving as a measure of one of its properties: coefficient of friction.

2/17 ActivityObjective: I can investigate how

friction is affected by weight.

Complete Investigate #1a-e TB pp. 965-966 in your notebook with your group

5 min

2/17 ActivityObjective: I can investigate how

friction is affected by weight.

Complete Investigate #1-4 TB pp. 965-966 in your notebook with your group

Answers as a class1a.back1b. Force of the floor- friction1c. forward1d. Force of the floor-friction1e. not as much force pushing back

2/17 ActivityObjective: I can investigate how

friction is affected by weight.Friction WB p 141-142 TB: p. 966 #2 as a class

Weight (Newtons) Frictional force (Newtons)

Ratio of friction and weight

0g

100g

200g

300g

2/17 ActivityObjective: I can investigate how

friction is affected by weight.Friction WB p 141-142 TB: p. 966 #3-4 as a class

Weight (Newtons) Frictional force (Newtons)

Ratio of friction and weight

0g

100g

200g

300g

2/17 ActivityObjective: I can investigate how

friction is affected by weight.Friction WB p 141-142 TB: p. 966 #5 as group

Weight (Newtons) Frictional force (Newtons)

Ratio of friction and weight

0g

100g

200g

300g

2/17 ActivityObjective: I can investigate how

friction is affected by weight.WB p 141-142 TB: p. 966 #6-8

Graph data1. Label axis2. Number the whole axisUsing the whole graph3.Plot data4.Create best fit line

Date: 2/18 Objective: I can analyse how friction is affected by weight.

Bell Ringer: Next Page

Zebra mussels are a species native to Eastern Europe and Western Asia. They were first introduced to the United States and the Great Lakes through large cargo ships traveling overseas, and continue to spread throughout the Great Lakes by attaching to recreational boats. Zebra mussels are filter feeders, meaning they feed by drawing water into their bodies and filtering out the microscopic detritus, including plants and animals, for food. They are extraordinarily prolific as they can lay as many as a million eggs per year. As they grow and reproduce they can have a large effect on local species. They directly compete with local clams and mussels (unionidae) for food, especially phytoplankton. Phytoplankton are photosynthetic producers that are vital to the Great Lakes ecosystem. Phytoplankton provide oxygen for the Great Lakes ecosystem and provide a food source for the primary consumers in the Great Lakes.

Describe the effectsZebra mussels has onthe phytoplankton Population and predictThe effects on the rest of the ecosystem. YouMay reference the Passage and graph

EMI 501 (24-27). Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text

Zebra mussels are a species native to Eastern Europe and Western Asia. They were first introduced to the United States and the Great Lakes through large cargo ships traveling overseas, and continue to spread throughout the Great Lakes by attaching to recreational boats. Zebra mussels are filter feeders, meaning they feed by drawing water into their bodies and filtering out the microscopic detritus, including plants and animals, for food. They are extraordinarily prolific as they can lay as many as a million eggs per year. As they grow and reproduce they can have a large effect on local species. They directly compete with local clams and mussels (unionidae) for food, especially phytoplankton. Phytoplankton are photosynthetic producers that are vital to the Great Lakes ecosystem. Phytoplankton provide oxygen for the Great Lakes ecosystem and provide a food source for the primary consumers in the Great Lakes.

Describe the effectsZebra mussels has onthe phytoplankton Population and predictThe effects on the rest of the ecosystem. YouMay reference the Passage and graph

EMI 501 (24-27). Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text

Zebra mussels are a species native to Eastern Europe and Western Asia. They were first introduced to the United States and the Great Lakes through large cargo ships traveling overseas, and continue to spread throughout the Great Lakes by attaching to recreational boats. Zebra mussels are filter feeders, meaning they feed by drawing water into their bodies and filtering out the microscopic detritus, including plants and animals, for food. They are extraordinarily prolific as they can lay as many as a million eggs per year. As they grow and reproduce they can have a large effect on local species. They directly compete with local clams and mussels (unionidae) for food, especially phytoplankton. Phytoplankton are photosynthetic producers that are vital to the Great Lakes ecosystem. Phytoplankton provide oxygen for the Great Lakes ecosystem and provide a food source for the primary consumers in the Great Lakes.

Describe the effectsZebra mussels has onthe phytoplankton Population and predictthe effects on the rest of the ecosystem. Youmay reference the passage and graph

EMI 501 (24-27). Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text

2/18 ActivityObjective: I can analyse how friction is affected by weight.

WB p 139-140 TB: p. 966 #6-810 minGraph data1. Label axis2. Number the whole axisUsing the whole graph3.Plot data4.Create best fit line5.Answer questions #6-8 in NB (possible quiz questions)

2/18 ActivityObjective: I can analyse how friction is affected by weight.

WB p 140

claim EvidenceWhat is the relationship What evidence supportsBetween weight and the claimfriction

5 min

2/18 ActivityObjective: I can analyse how friction is affected by weight.

WB p 141Write a conclusion:

claim Evidence and Reasoning

5 min

Date: 2/20 Objective: I can summarize a conclusion about the relationship between weight and friction

Bell Ringer: Next Slide

Zebra mussels are a species native to Eastern Europe and Western Asia. They were first introduced to the United States and the Great Lakes through large cargo ships traveling overseas, and continue to spread throughout the Great Lakes by attaching to recreational boats. Zebra mussels are filter feeders, meaning they feed by drawing water into their bodies and filtering out the microscopic detritus, including plants and animals, for food. They are extraordinarily prolific as they can lay as many as a million eggs per year. As they grow and reproduce they can have a large effect on local species. They directly compete with local clams and mussels (unionidae) for food, especially phytoplankton. Phytoplankton are photosynthetic producers that are vital to the Great Lakes ecosystem. Phytoplankton provide oxygen for the Great Lakes ecosystem and provide a food source for the primary consumers in the Great Lakes

Graph 2.

Analyze the information from both graphs (graph 1 and graph 2) and develop a hypothesis about the effects the zebra mussel has on the unionid population.

EMI 501 (24-27). Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text

Date: 2/20 Objective: I can summarize a conclusion about the relationship between weight and friction

Bell Ringer: Which diagram best represents the correct reading for a spring scale being used to weigh a 200 gram mass? Why?

2/20 ActivityObjective: I can summarize a conclusion about

the relationship between weight and friction

Quiz moved to MondayFriction Gravity study guide on Mr Stoll’s school

web siteWork for this week due next Monday after quiz

2/20 ActivityObjective: I can summarize a conclusion about

the relationship between weight and friction

Independently read TB p. 968 and take cornell notes

5 minutes

1/18 ActivityObjective: I can explain friction force

and the factors that affecting it. With your shoulder partner complete the triple entryjournal on WB p 143. Use your textbook page 968.

7 minutes and it will be collected

1/18 ActivityObjective: I can explain friction force

and the factors that affecting it. Video

Frictional force is defined as force that opposes the motion of an object.

Frictional force occurs whenever two surfaces are in contact with each other.

Frictional force is in opposite direction to the moving object and it is parallel to the surface.

Frictional force has direction and magnitude.

• Overcoming the static friction takes a lot of force, but when the block "lifts" out of this lock-key arrangement ...

Now it's easy to imagine that the friction force between two objects might be proportional to the force pushing them together — and it is. Imagine, for example, pushing a smooth block along a smooth table. Now place ten pounds of weight on the block - to squeeze the surfaces closer together. It will be harder to push because of increased friction. The atomic-level basis for this is further pressing of high points and low points of surfaces together.

2/20Objective: I can explain friction force

and the factors that affecting it. With your shoulder partner complete the essential

questions on TB page 970 in your notebook

Collected in 10 minutes

2/20Objective: I can explain friction force

and the factors that affecting it. Roller Coaster Project Gallery Walk1. Group meets at your poster2.Group decides on two presenters3.Group discusses what is to be presented

3 min

2/20Objective: I can explain friction force

and the factors that affecting it. Roller Coaster Project Gallery Walk1. All group member except presenter moves on poster to the right2. Presenter stays with the group poster and presents to the grading group. 3. Grading group grades the presentation using the rubric. Member 1 grades#1-

4, member 2 grades #5-8 ,and member 3 grades #9-13. Graded rubric stays with the poster

3 min

2/20 Objective: I can explain friction force and the factors that affecting it.

Roller Coaster Project Gallery WalkGrading group grades the presentation using the rubric. Member 1 grades#1-4, member 2 grades #5-8 ,and member

3 grades #9-13. Graded rubric stays with the poster1. Identifies the audience riders and modifications for the riders2. Top view drawings with measurement labeled 3. Side view drawings with measurement labeled4. Design elements Included:1st hill, 2nd hill, a vertical loop, and a horizontal turn. 5. Explains and shows calculations work done by the motor to bring the coaster to the top of the first hill. 6. Explains and shows total gravitational energy at the top of the first hill. 7. Explains and shows power expended by the motor. 8. Explains and shows calculations PE, KE, and ME at ¾ the way down the first hill 9. Explains and shows calculations PE, KE, and ME top of the second hill 10. Explains and shows velocity at the bottom of the 1st hill 11. Explains and shows calculations for centripetal force at the top of the vertical loop12. Describes how GPE and KE would be affected if the roller coaster were on the moon rather than on Earth. 13. Identify 3 areas where riders experience the most thrills

1/16/13 ActivityObjective: I can explain investigate

terminal velocity.Class activity:

TB p. 981-982 Investigate #1-3 Write answers in your notebook Title TB p. 981

Terminal Velocity

In the diagram below, the letters A, B, and C represent three identical satellites and their relative distances from Earth as seen from space.

1.Which satellite would experience the strongest pull of Earth’s gravity? Why?

2.State a scientific principle that explains your answer in part