Students: Use the following attachment below for the list of questions that you need for the portion of the crater lab titled Data Analysis and Conclusion.
Remember that you need to answer them in a paragraph format like it was explained in the classroom today.
REMEMBER THAT YOUR SUMMATIVE LAB REPORT IS DUE MONDAY, DECEMBER 3, 2018.
Question 1: How can a small object (small mass) have the same kinetic energy as a large object (large mass)?
If two objects have a KE of 50 J, and one object has mass of 1 kg moving at 10 m/s while the other has mass of 100 kg moving at 1 m/s, then they both have the same K.E.
KE= ½ m v² KE= ½ m v²
50 J = ½ (1 kg) (10 m/s)² 50 J = ½ (100 kg) (1 m/s)²
50 J = ½ (1 kg) 100 m²/s² 50 J = ½ (100 kg) 1 m²/s²
50 J = 50 J 50 J = 50 J
***Note that the smaller object tends to have a higher velocity.***
***Note that the larger object tends to have a lower velocity.***
Question 2: How can an object with a small velocity have the same kinetic energy as an object with a large velocity?
If two objects have a KE of 50 J, and one object has mass of 1 kg moving at 10 m/s while the other has mass of 100 kg moving at 1 m/s, then they both have the same K.E.
KE= ½ m v² KE= ½ m v²
50 J = ½ (100 kg) (1 m/s)² 50 J = ½ (1 kg) (10 m/s)²
50 J = ½ (100 kg) 1 m²/s² 50 J = ½ (1 kg) 100 m²/s²
50 J = 50 J 50 J = 50 J
***Note that the larger object tends to have a lower velocity.***
***Note that the smaller object tends to have a higher velocity.***
Question 3: What happens to the kinetic energy if you double the mass?
One ball has a mass of 5 kg and the other has as mass of 10 kg. They are both thrown at a speed of 20 m/s. What is the difference in their KE?
KE= ½ m v² KE= ½ m v²
KE = ½ (5 kg) (20 m/s)² KE = ½ (10 kg) (20 m/s)²
KE = ½ (5 kg) 400 m²/s² KE = ½ (10 kg) 400 m²/s²
KE = 1,000 J KE = 2,000 J
The KE of the more massive ball is double the the KE of the less massive ball.
Question 4: What happens to the kinetic energy if you double the velocity?
Two balls have a mass of 5 kg. One is thrown at 10 m/s and the other is thrown at a speed of 20 m/s. What is the difference in their KE?
KE= ½ m v² KE= ½ m v²
KE = ½ (5 kg) (10 m/s)² KE = ½ (5 kg) (20 m/s)²
KE = ½ (5 kg) 100 m²/s² KE = ½ (5 kg) 400 m²/s²
KE = 250 J KE = 1,000 J
The KE of the faster moving ball is 4 times the KE of the slower moving ball.
Here is a copy that was given in class, in case you were absent or misplaced your copy!
Unit 1 Study Guide
Name__________
Hour______
I can…
As we have wrapped up our second unit referred to as Unit 1 (with Unit 0 was our first unit), we will be evaluated upon several concepts and ideas that are based on force and motion and will be stated in our study guide, to be distributed on Friday, November 30, 2018.
It is very highly recommended that students study, review, and practice this study guide with a family member to determine how well the student is prepared for this two-day unit test that is scheduled for next week, December 4th and 5th, 2018.
Students who did not complete their concept map on craters in class today are expected to complete it at home, since it will be marked for your summative evaluation score on your interactive notebook before the end of the marking period.
Note that any empty/incomplete/false information box(es) or oval(s) will result in a loss of one (1) summative point that is NOT recoverable.
Summarize paragraph 4
https://phet.colorado.edu/sims/html/energy-skate-park-basics/latest/energy-skate-park-basics_en.html
*Courtesy of Ms. Heather Whitehead, Math/Science Teacher, Woodworth Middle School
Students are highly advised to study their handout notes on kinetic energy that they worked on in class today to be better prepared for our unit test that will take place in the near future.
Once you have solved problems 3 through 6 (see attachment below), complete question #7 through a CER, since on the Unit Test you will be expected to write one similar to it.
Here is the class assignment. Make sure you have done your assigned section to present to your group and other groups when called upon by the classroom teacher.
Section 1: What is a crater?
Section 2: What do we know about lunar craters?
Section 3: What do we know about craters on Earth?
Section 4: How have craters impacted planets?
Section 5a (paragraph 1): What forces interact to form craters?
Section 5b (paragraph 2): What forces interact to form craters?
Section 5c (paragraph 3): What forces interact to form craters?
*Source: Ms. Kristen Gigler, Science Teacher, Woodworth Middle School
Students will be evaluated upon their comprehension skills of Newton’s Second law of Motion in terms of several problem-solving situations.
Students are highly advised to practice upon the problems that we worked on in the class and on the board.
Each student is expected to show his/her work on how he/she arrived at each answer by stating what is given in each problem, identifying the appropriate equation to use for each problem, inserting what is given into that equation, and solving the problem through the necessary calculations needed to reach the answer with the correct unit.
Students who did not complete the problem-solving situations on Newton’s Second Law of Motion are to complete the work this weekend to be prepared for a possible summative evaluation on this particular topic this coming week. Again, here is the summary of the Law’s manipulative equation:
