PHYSICS

2009-2010

Daily Calendar

Assignments

Proficiency Materials

Warm-Up Problems

2009-2010 Honors Research Project Page

Tips for Success in Physics

Mr. Almeida's e-mail is "Dash.Almeida@gmail.com"

 

 

Daily Calendar

 

TUESDAY, 6/15/10 (6th, 8th), WEDNESDAY, 6/16/10 (3rd)

• FINAL EXAM

MONDAY, 6/14/10 (ALL)

• Some Review Problems to be worked in class today.  There are solutions in the classroom.

FRIDAY, 6/11/10 (ALL)

• Some Review Problems to be worked in class today.  There are solutions in the classroom.

WEDNESDAY, 6/9/10 (3rd), THURSDAY, 6/10/10 (6th & 8th)

• Some Review Problems to be worked in class today, on Friday, and on Monday.  There are solutions to these problems in the binder in the room.  You do not need to do these problems outside of class unless you wish to.  THESE ARE NOT ALL-INCLUSIVE -- they are just additional examples we will use as a context for our review.  You may wish to print your own copy of these for class so that you don't need to copy the problems down in class and can focus on solving them.

MONDAY, 6/7/10 (3rd), TUESDAY, 6/8/10 (6th & 8th)

• Race Car Lab
• Magnetism Unit Study Guide  DO NOT WORRY ABOUT TRANSFORMERS -- YOU WILL NOT BE HELD ACCOUNTABLE FOR THEM EVEN THOUGH THEY ARE MENTIONED ON TH IS STUDY GUIDE.

THURSDAY, 6/3/10 (6th, 8th), FRIDAY, 6/4/10 (3rd)

• Magnetic Flux
• Review Motor Lab
• Topic Study Guide for the Final for final

TUESDAY, 6/1/10 (6th, 8th), WEDNESDAY, 6/2/10 (3rd)

• Motor Lab
• Homework Review

FRIDAY, 5/28/10

• Week Review
• Look over HW
• Book work and Lab HW assigned over long weekend
• Review both right hand rules and when to use them

WEDNESDAY, 5/26/10 (3rd) & THURSDAY, 5/27/10 (6th, 8th)

• Introduced right hand rule for magnetic field produced by a current-carrying wire
  • B = μ₀ I/(2πr),  μ₀ = 4π * 10^-7 Tm/A   "permeability of free space"
• Introduced solenoids
  • B = μ₀ N*I / L,  n = N/ L,   B = μ₀ I*n

MONDAY, 5/24/10 (3rd) & TUESDAY, 5/25/10

• Magnetic Domains,
• Direction of Magnetic fields North --> South poles
• Right-Hand Rule
• Test wrap up / Proficiencies allowed (due 1 week from today, and must be done in the classroom)

FRIDAY, 5/21/10

• Intro to E&M
• Daily notes
• Introduced "right hand rule" and equation F = qvBsin(angle between v and B)

WEDNESDAY, 5/19/10 (3rd) & THURSDAY, 5/20/10 (6th, 8th)

• CIRCUIT TEST
• 6 warm up problems. If you don't have them ask a friend, if none of your friends have them ask me.
• Dates given 3rd period (4/23, 4/30, 5/3, 5/5, 5/12, 5/14); 6th & 8th (4/23, 4/30, 5/4, 5/6, 5/13, 5/14)

MONDAY, 5/17/10 (3rd) & TUESDAY, 5/18/10

• Review for test
• Sample Test

FRIDAY, 5/14/10

• Week review (lecture notes)
• Sample Problems / Start on Review Sheet
• Homework:
  • Selected Review sheet problems

WEDNESDAY, 5/12/10 (3rd) & THURSDAY, 5/13/10 (6th, 8th)

• Continue Virtual Lab, Due Friday 5/14/10 (ALL)
• Use Kirchhoff's Rules,
  • Kirchhoff's Loop Rule; The sum of all voltages in a loop must = 0.
  • Kirchhoff's Junction Rule; The sum of all currents entering a point must equal the sum of all currents leaving that point.
  • Combining capacitors:
    • In PARALLEL C(T) = C(1)+C(2)+C(3)+...
    • In SERIES C(T) = (1/C(1) + 1/C(2) + 1/C(3) +...)^-1
• Homework:
  • Read p420-423, and do one example.
• p 437, #37, 41, 42

MONDAY, 5/10/10 (3rd) & TUESDAY, 5/11/10

• Start Virtual Lab, Due Friday 5/14/10 (ALL)
• Use Kirchhoff's Rules,
  • Kirchhoff's Loop Rule; The sum of all voltages in a loop must = 0.
  • Kirchhoff's Junction Rule; The sum of all currents entering a point must equal the sum of all currents leaving that point.
• Homework:
  • Read p416-420, and do one example.
• p 436, #11, 15, 24, 27, 31

FRIDAY, 5/7/10

• HW review
• Complex Circuits
• Potential Diagrams
• "The Basics" Due

WEDNESDAY, 5/5/10 (3rd) & THURSDAY, 5/6/10 (6th, 8th)

• Warm up
• Complex Circuits
• Power and Efficiency
• Energy Worksheet due Monday 5/10/10 (3rd) or Tuesday 5/11/10 (6th, 8th)
• Home work assigned today.

MONDAY, 5/3/10 (3rd) & TUESDAY, 5/4/10

• Finish Lab 1  Due today, Monday 5/3/10 (3rd) or Tuesday 5/4/10 (6th, 8th)
  • Write up will be turned in individually, but you can work in groups for parts.
• Go over HW.
• Warm up
• POWER = IV
• Last day to work on "the Basics" in class, due Friday 

FRIDAY, 4/30/10

• Problem solving with potential diagrams.
• Sample problems.
• Adding Resistors in series and parallel, finding equivalent resistance.
• Working with Ohm's Law V=IR,
• Resistivity R=pL/A
• Warm-up problem
  
  If the current through resistors A, B, and C is 5A. What is the potential drop across each resistor if the resistances are 3, 5, and 7 Ohms respectively? (V=IR)
  How do you think the resistors are arranged? (series, parallel)
  
  

WEDNESDAY, 4/28/10 (3rd) & THURSDAY, 4/29/10 (6th, 8th)

• Start second part: The Basics, skip #3, 4, 7-11.
• Reminder of how to diagram circuits, and construct potential diagrams.
• Understanding how to add resistors in series and parallel.
• Proficiencies are due!!
• Homework!

MONDAY, 4/26/10 (3rd) & TUESDAY, 4/27/10

• Start Lab 1 Write-up is due Monday 5/3/10 (3rd) or Tuesday 5/4/10 (6th, 8th)
  • Write up will be turned in individually, but you can work in groups for parts.
• Work in groups and individually to build an understanding of the parts of circuits, and what is required for circuits to function properly.
• Group discussion about modeling.
• Potential diagrams.

FRIDAY, 4/23/10

• Pretest
• Change seating assignments
• Group discussion modeling
• Test grades are online! remember proficiencies are due next week

WEDNESDAY, 4/21/10 & THURSDAY, 4/22/10 (6th, 8th)

• History of Electricity
• Historical Video
• Review Electrostatics Test

MONDAY, 4/19/10 & TUESDAY, 4/20/10 (6th, 8th)

• Electrostatics Test..

WEDNESDAY, 4/14/10 (ALL)

• Review HW/Problems work on review sheet
• Potential Surfaces Lab (point breakdown)
• (1 point) 8a, 8b, 8c, 8d, 9, 11, 16, 23, 24, 27, 28
• (2points) 12, 14, 15, 18, 19, 22, 26
• (3 points) 20
• (5 points) 25

MONDAY, 4/12/10 & TUESDAY, 4/13/10 (6th, 8th)

• Review HW, Lab, Start Review for the Test, with examples and warm-up problems.
• Potential Surfaces Lab (point breakdown)
• (1 point) 8a, 8b, 8c, 8d, 9, 11, 16, 23, 24, 27, 28
• (2points) 12, 14, 15, 18, 19, 22, 26
• (3 points) 20
• (5 points) 25

FRIDAY, 4/9/10 (ALL)

• Finish the Potential Surfaces Lab.
• This is the Electrostatics Review Sheet.

WEDNESDAY, 4/7/10 & THURSDAY, 4/8/10 (6th, 8th)

• Continue Potential Surfaces Lab.
• Discussed Capacitors (stored energy and charge).

MONDAY, 4/5/10 & TUESDAY, 4/6/10 (6th, 8th)

• Review Work and electric potential for different directions and different charges.
• Wba is positive for work that must be done by an outside force. Wba is Negative for work done by the electric field.
• Vba is Positive when the Electric Potential increases. Vba is Negative when the electrical potential decreases.
• Continue Potential Surfaces Lab.

FRIDAY, 4/2/10 (ALL)

• Continue electric potential and potential difference.

WEDNESDAY, 3/31/10 & THURSDAY, 4/1/10 (6th, 8th)

• With the idea of electric fields understood, we now seek a means of describing the energy associated with charge and the movement of charge from one point to another.  For this, we will utilize the term "electric potential".  Electric potential is utilized when considering the energy associated with electrical charge, the work required to move electrical charge, and the transfer of energy with electrical charge.
• Analogies were made between gravitational potential and electric potential.  The difference of these terms from the concept of potential energy was stressed.
• Potential differences between two points in space must exist if a charged body is to move from one point to another.
• Electric Potential was introduced as a way of quantifying energy associated with electric charge.  The class began to look at problems involving electricity using the energy approach instead of summing the forces.  In particular, the concept of electric potential was introduced.
• Start potential surface lab.
• Link to the Electric Field Simulation.

MONDAY, 3/29/10 (3rd) & TUESDAY, 3/30/10 (6th, 8th)

• Van de Graaff Generator.
• The concept of the electric fields was introduced.  Electric fields are useful when attempting to consider the interactions of forces on charged objects.
• Electric field lines are used as a means of displaying the forces that would act on charges when brought near other charges.
• Within a conductor, the electric field is always zero.
• This information was presented:  Electric Fields Overhead.

MONDAY, 3/22/10 - FRIDAY, 3/26/10

• Spring Break

FRIDAY, 3/19/09 (ALL)

• The homework assigned from the previous period was discussed.

WEDNESDAY, 3/17/09 (3rd) & THURSDAY 3/18/09 (6th & 8th Periods)

• Topics continued to focus on the idea of charge.  Specifically, electrons are the reason charge is transported in conductors.
• Lightning was discussed -- this is an example of induced charge in the ground due to accumulated charge within the lower portions of clouds.  Lightning is the resulting discharge of a cloud.
• Students completed the Electroscopes In Action Lab.
• NOTE:  In order to understand the homework questions assigned today, it is necessary to read the assigned reading.

MONDAY, 3/15/10 (3rd Period) and TUESDAY, 3/16/10 (6th & 8th Periods)

• ROTATION UNIT TEST.

FRIDAY, 3/12/09 (ALL)

• The next unit was started (it is not ideal to start this prior to the test, but the career fair really put a dent in our schedule).
• Unit 6 will deal with Electric Charges.
• The second of the four fundamental forces, the electromagnetic force was introduced and compared to the force of gravity.  The electromagnetic force due to electric charge, given by  F = kQ₁Q₂/r²,was determined to be much larger in common circumstances when compared to the force of gravity.
• Another important difference between gravity and the electromagnetic force, the presence of positive and negative charges, was discussed.
• Examples were worked that helped the students understand ways that the electromagnetic force can be used to solve problems.
• Students were given homework from the book.

WEDNESDAY, 3/10/10 (3rd Period) and THURSDAY, 3/11/10 (6th & 8th Periods)

• Students were allowed to complete the roller coaster activity started during the previous period and then use the remainder of the period to review for the unit test.  3rd PERIOD -- PLEASE TURN THIS IN SOMETIME BY FRIDAY.

MONDAY, 3/8/10 (3rd Period) and TUESDAY, 3/9/10 (6th & 8th Periods)

• This day was dedicated to preparation for the unit test.  Homework from last time was discussed.
• Students were given an activity to complete associated with the roller coaster set up in the room (see the warm-ups for a description of what was requested).
• Circular Motion Unit Review Sheet.

WEDNESDAY, 3/3/10 (3rd Period) and THURSDAY, 3/4/10 (6th & 8th Periods)

• Having worked with the relationship for the force of gravity that exists between any two masses, we can start to discuss other things.
• Specific topics discussed today relating to gravity included:  determining the acceleration of gravity on the surface of a planet and general satellite motion

MONDAY, 3/1/10 (3rd Period) and TUESDAY, 3/2/10 (6th & 8th Periods)

• Universal gravitation was introduced . . . one of the four fundamental forces of nature (as we currently understand them).
• The bulk of the period was spent discussing the story of how Newton made his "discovery" -- the law of universal gravitation.
• This relationship was presented and homework related to this was assigned.

FRIDAY, 2/26/10 (ALL)

• The period was used to discuss the previous week's homework.

WEDNESDAY, 2/24/10 (3rd Period) and THURSDAY, 2/25/10 (6th & 8th Periods)

• The analogies between translational and rotational systems was continued.  Specifically, concepts of rotational kinetic energy and angular momentum were introduced and discussed
• Translation / Rotation Analogies.

MONDAY, 2/22/10 (3rd Period) and TUESDAY, 2/23/10 (6th & 8th Periods)

• Objects rolling down inclines served as the context for continued discussions relating linear motion to rotational motion.
• The rest of the period were used by students to complete the Accelerating Atwood Lab.

FRIDAY, 2/19/10 (3rd Period) and THURSDAY, 2/18/10 (6th & 8th Periods)

• Today, students started to look at problems and situations in which both linear and rotational motions must be examined at the same time.
• Students started the Accelerating Atwood Lab to practice relating the two types of motion together.
• As part of the homework, students were to complete the Rotational Dynamics Worksheet.

WEDNESDAY, 2/17/10 (3rd Period) and TUESDAY, 2/16/10 (6th & 8th Periods)

• We moved from rotational kinematics, the study of rotational motion, to rotational dynamics -- where we relate forces and the torques they produce with the angular accelerations a body will experience.
• An object's moment of inertia about an axis of rotation depends upon the object's distribution of mass from that axis.
• The bulk of the period was spent discussing the concept of rotational moment of inertia.
• Newton's 2nd Law for rotation was introduced and utilized.

FRIDAY, 2/12/10 (3rd Period) and THURSDAY, 2/11/10 (6th & 8th Periods)

• There are relationships between the rotational motion of a point on a rotating object, and the object's instantaneous linear motion.
• Angular quantities were introduced:  angular displacement, angular velocity, and angular acceleration.
• These quantities can be used and manipulated in the same manner that their translational analogs were used earlier this year when we studied kinematics -- using the BIG 4 equations.
• Where applicable, terms for angular displacements, angular velocities, and angular accelerations, when used mathematically within an equation such as one of the Big 4, MUST be expressed in terms of radians.  NEVER USE DEGREE MEASURES WHEN ANGLE QUANTITIES ARE USED DIRECTLY IN AN EXPRESSION.
• As with translational motion (aka linear motion), the study of rotational motion is called Rotational Kinematics.

WEDNESDAY, 2/10/10 (3rd Period) and TUESDAY, 2/9/10 (6th & 8th Periods)

• Discussion continued regarding centripetal force and its application to uniform circular motion.  In particular, we focused on numerous examples in which the motion forms a vertical circle.
• Students were asked to verify whether or not they wished to earn College Now credit for the course.  All students earning at least a B both semesters are eligible.  Students were asked to verify that their name was on the class roster provided by Mr. Kirsch.  Students not wishing to receive credit were asked to cross their names out.  To sign up for College Now, students must submit this College Now Application, along with the fee, to CV's College & Career Center attention Nancy Pliskin.  YOU MUST SUBMIT THIS APPLICATION -- BUT YOU ONLY HAVE TO SUBMIT THESE THINGS ONCE DURING YOUR FOUR YEARS AT CV.  Once turned in, you will be eligible for College Now credit in any CV class you enroll in that offers it.  Likely, many of you already have completed this and only have to make sure your name is on Mr. K's roster.

MONDAY, 2/8/10 (ALL)

• Discussion started on Wednesday was completed today.

WEDNESDAY, 2/3/10 (ALL)

• The Relativity Unit Test was returned
• Unit #5 will deal with rotation and circular motion.
• Discussion was started by considering uniform circular motion.  In such motion, a centripetal force is required to produce a centripetal acceleration, both of which are directed inward, toward the center of motion.  The centripetal force, by itself, is not a REAL force; rather, it is the sum of all of the real forces acting on the object that itself is directed toward the center of motion.  It is this sum that we refer to as the "centripetal force".  Then net force directed toward the center of motion is what we call "the centripetal force".
• Centrifugal forces DO NOT EXIST.  This was discussed

MONDAY, 2/1/10 (3rd Period) and TUESDAY, 2/2/10 (6th & 8th Periods)

• Relativity Unit Test.

FRIDAY, 1/29/10 (ALL)

• This period was dedicated toward unit review for the unit test slated for next class period.
• Relativity Unit Review Sheet.
• Honor Students:  Students were allowed to work on project work as needed.

WEDNESDAY, 1/27/10 (3rd Period) and TUESDAY, 1/28/10 (6th & 8th Periods)

• Homework was discussed after which students worked on an activity associated with Einstein's General Theory of Relativity:  General Relativity Assignment.  This assignment is to be turned in on Friday.

MONDAY, 1/25/10 (3rd Period) and TUESDAY, 1/26/10 (6th & 8th Periods)

• A brief description of how to deal with relative velocities was presented within the context of two example problems.
• Additionally, concepts of rest mass, rest energy, total energy, relativistic kinetic energy and relativistic momentum were discussed.
• Homework was assigned.  See below in the assignments' table.

FRIDAY, 1/22/10 (3rd Period) and THURSDAY, 1/21/10 (6th & 8th Periods)

• Students were asked to consider what is called the Twin Paradox in class.
• Homework was discussed as needed.
• Mr. K presented one explanation for the Twin Paradox using overheads.
• Ideas of spacetime and an alternative way of thinking about relativity was suggested.
• This Dilating Homework Worksheet was assigned as homework for next week.  Additionally, two sections in the text were assigned as reading
• STUDENTS:  THERE WILL BE NO PROFICIENCIES FOR THIS UNIT ON RELATIVITY.  PLAN ACCORDINGLY.

WEDNESDAY, 1/20/10 (3rd Period) and TUESDAY, 1/19/10 (6th & 8th Periods)

• Today concepts of simultaneity, time dilation, and length contraction were discussed as they relate to Einstein's Theory of Special Relativity.  It should be stressed that dilated times and contracted lengths are only measured as dilated or contracted.  Time and space themselves don't actually slow down or shrink.  It is simply a matter of perspective -- a perspective much different than our normal world view because velocities are so extreme.
• Relativity Day 2 PowerPoint.

FRIDAY, 1/15/10 (ALL)

• The last unit's test was returned to students and discussed.
• PROFICIENCIES FOR POINT RECOVERY ON THE TEST WILL BE DUE ON MONDAY, JANUARY 25th FOR ALL PERIODS.

WEDNESDAY, 1/13/10 (3rd Period) and THURSDAY, 1/14/10 (6th & 8th Periods)

• Today a brief unit on Special Relativity was started.  Today was spent largely discussing events immediately prior to the 20th century that prompted Einstein to develop his Special Theory of Relativity.  Relativity Day 1 Power Point.
• As homework, students are to read Sections 25-1 to 25-3 in their textbooks and print these Relativity Day 2 Notes and bring them to class on Wednesday or Tuesday (you do not need to read them ahead of time).  You will not necessarily be given time in class to copy all of the information on these slides down word-for-word in class.

MONDAY, 1/11/10 (3rd Period) and TUESDAY, 1/12/10 (6th & 8th Periods)

• Unit #3 Test:  Work, Energy, Momentum and Collisions.
• Please print these Relativity Day 1 Notes and bring them to class on Wednesday or Thursday (you do not need to read them ahead of time).  You will not necessarily be given time in class to copy all of the information on these slides down word-for-word in class..

FRIDAY, 1/8/10 (All)

• The previous homework assignment was discussed.
• Students were given the period to review for the test.
• Unit #3 Review Sheet.

WEDNESDAY, 1/6/10 (3rd Period) and THURSDAY, 1/7/10 (6th & 8th Periods)

• Two-dimensional collisions were discussed.  In these collisions, linear momentum must be treated as vector quantities.  Momentum in both the x and the y directions are conserved.
• HONOR STUDENTS:  Some time of this period was given to students to work on project work as needed.

MONDAY, 1/4/10 (3rd Period) and TUESDAY, 1/5/10 (6th & 8th Periods)

• Concepts of impulse as it relates to the rate of change of momentum were discussed and demonstrated.
• In addition, collisions were discussed. In an elastic collision, both linear momentum and kinetic energy is conserved. In inelastic collisions, only linear momentum is conserved.

FRIDAY, 12/18/09

• Homework from the previous period was discussed.

WEDNESDAY, 12/16/09 (3rd Period) and THURSDAY, 12/17/09 (6th & 8th Periods)

• Concepts of linear momentum and its conservation were discussed.
• Following this discussion, students were allowed to work on the Energy and Springs Lab.
• HONOR STUDENTS:  Students were allowed to work on project work as needed.

MONDAY, 12/14/09 (3rd Period) and TUESDAY, 12/15/09 (6th & 8th Periods)

• Students finished working on the lab: Energy and Springs Lab.  The lab is due next period.
• HONOR STUDENTS:  Students were allowed to work on project work as needed.

FRIDAY, 12/11/09

• Students continued working on the lab: Energy and Springs Lab.
• HONOR STUDENTS:  Students were allowed to work on project work as needed.

WEDNESDAY, 12/9/09 (3rd Period) and THURSDAY, 12/10/09 (6th & 8th Periods)

• Students started working on the next class lab: Energy and Springs Lab.
• HONOR STUDENTS:  Students were allowed to work on project work as needed.
• Homework was assigned for Friday.  These problems are associated with the conservation of energy -- no new concepts were discussed.

MONDAY, 12/7/09 (3rd Period) and TUESDAY, 12/8/09 (6th & 8th Periods)

• The concept of power was discussed.  Homework associated with this concept was assigned.
• Students finished working on the the Virtual Energy Activity.
• HONOR STUDENTS:  Students were allowed to work on project work as needed -- the above activity can be completed outside of class.
• Homework was assigned associated with the concept of Power.

FRIDAY, 12/4/09

• Students continued working on the Virtual Energy Activity.  The Ramp portion of this activity is due on Wed/Thursday of next week.  The Skate Park portion of the activity will be worth as much as 10 points of extra credit, is optional, must be done on an individual basis, and MUST BE YOUR BEST WORK AS WELL AS COMPLETED IN ITS ENTIRETY  Partial work or work that is not well done will not be graded
• Also -- it was announced (at least in 8th period) that if you had to retake the test during lunch this week, that the due date for your proficiencies for the Forces Unit was extended until Monday, 12/14/09..
• HONOR STUDENTS:  Students were allowed to work on project work as needed -- the above activity can be completed outside of class.

WEDNESDAY, 12/2/09 (3rd Period) and THURSDAY, 12/3/09 (6th & 8th Periods)

• Students worked with the ideas of work and potential energy using the Virtual Energy Activity.
• Homework was assigned for Friday.

MONDAY, 11/30/09 (3rd Period) and TUESDAY, 12/1/09 (6th & 8th Periods)

• Concepts from the reading were discussed as homework problems were reviewed.
• Energy was likened to a checking account -- with a checking account you store money or transfer (spend) it.  With energy, work and heat are transfers of energy while KE, PE, GPE and EPE are all forms of energy storages.
• The concept of the potential energy is a difficult one to master at first.  The term "potential energy" is actually referring to the work that will be done, or can be done, by a conservative force -- a force that always acts in a predictable manner and that is a function of position.  Gravity and spring forces are both examples of conservative forces.  Friction is an example of a non-conservative force.
• Notes on Potential Energy.  This is a document that illustrates how the concept of Potential Energy is equivalent to considering the Work done by a Conservative Force -- two ways of looking and referring to the same thing.
• The concept of the conservation or energy was discussed and applied to a variety of mechanical systems.
• The inclusion of non-conservative forces and the work associated with these forces was discussed.  For instance, the work of friction must be accounted for on the "final energy" side of the energy balance.
• Students worked with the ideas of work and potential energy using the Virtual Energy Activity.
• HONOR STUDENTS:  Students were allowed to work on project work as needed -- the above activity can be completed outside of class.
• Homework was assigned for Wednesday.

WEDNESDAY, 11/25/09  (ALL)

• The Forces Unit Test was returned to students and discussed.
• Students -- this is the email I sent last night discussing how test proficiencies will work this unit and when they will be due.  Please read this:  Force Test Proficiencies and Mandatory Tutoring.  Anyone earning a 60% or less on the forces test must start coming at lunch to re-take the test.
• Students were asked to complete some reading and homework problems associated with the next unit's first topics -- Energy, Work, and the Kinetic Energy Theorem.  When considering energy, energy is usually discussed in context to energy storage (i.e. kinetic energy, gravitational potential energy, elastic potential energy, internal energy, etc...) and energy transfers (work, heat, etc....).

MONDAY, 11/23/09 (3rd Period) and TUESDAY, 11/24/09 (6th & 8th Periods)

• Unit Test:  Forces

FRIDAY, 11/20/08  (ALL)

• Students were allowed to complete the Move Your Mass Lab.  It is due today. 
• Unit #2 Review Sheet:  Forces
• HONORS STUDENTS were allowed to work on their projects as needed today if they wished.

WEDNESDAY, 11/18/09 (3rd Period) and THURSDAY, 11/19/09 (6th & 8th Periods)

• Students were allowed to work on the Move Your Mass Lab or work on the write-up for the Mass Made Simple Lab.  BOTH LABS ARE DUE TODAY!!
• HONORS STUDENTS were allowed to work on their projects as needed today if they wished.

MONDAY, 11/16/09 (3rd Period) and TUESDAY, 11/17/09 (6th & 8th Periods)

• Students completed data collection for the Mass Made Simple Lab.
• HONORS STUDENTS were allowed to work on their projects as needed today if they wished.
• Students could work on the Move Your Mass Lab when not collecting data for the Mass Made Simple Lab.

THURSDAY, 11/12/09 (6th & 8th Periods) and FRIDAY, 11/13/09 (3rd Period)

• Students were allowed to start planning their Mass Made Simple Lab
• HONORS STUDENTS were allowed to work on their projects as needed today if they wished.
• The homework was discussed.

MONDAY, 11/9/09 (3rd Period) and TUESDAY, 11/10/09 (6th & 8th Periods)

• The concept of springs was discussed and incorporated within problems. 
• The concept of friction was discussed and incorporated into problems and situations.  This is the last of the new content for this unit.
• Students, began work on the Move Your Mass Lab.
• HONORS STUDENTS were allowed to work on their projects as needed today if they wished. 

FRIDAY, 11/6/09 (ALL)

• The homework was discussed as needed.
• Students, please print and bring with you for next time the Move Your Mass Lab and the Mass Made Simple Lab.
• Proficiency Topics -- Forces.  Use these when completing proficiencies for this unit.  Please attach this sheet to the front of the proficiency packet you turn in.  Proficiency-option students - your proficiencies are due before Mr. K leaves on the day of the unit test for your class.

WEDNESDAY, 11/4/09 (3rd Period) and THURSDAY, 11/5/09 (6th & 8th Periods)

• Newton's 2nd Law and the topic of dynamics, force and motion, was the topic for today. 
• In addition, the force exerted by a spring and the force of gravity down inclines were discussed.
• Steps in Solving Dynamics Problems (this should look familiar -- see above -- with only one difference):
1. Draw a picture.
2. Establish a Reference Frame
3. Identify Variables / check units.
4. Draw a free body diagram.
5. Resolve all forces into x and y components.
6. Sum all forces in the x direction and set this sum equal to the (object's mass) x (the object's acceleration in the x direction).
7. Sum all forces in the y direction and set this sum equal to the (object's mass) x (the object's acceleration in the y direction).
8. Solve for the desired unknowns.
• Note that the procedure listed above can be used for all problems involving forces.  For statics problems, the acceleration is simply zero and therefore the sum of your forces in your x and y directions equal zero.
• Homework:  Dynamics Worksheet.

MONDAY, 11/2/09 (3rd Period) and TUESDAY, 11/3/09 (6th & 8th Periods)

• Translational equilibrium is one kind of equilibrium.  Here, all of the "up" forces balance all of the "down" forces, while all of the "left" forces balance all of the "right" forces.  Today we focused upon rotational equilibrium.
• Torque is defined as the force multiplied by its lever arm -- the distance from the pivot point to the point at which the force is being applied that is also perpendicular to the line of action of the force.
• Rotational equilibrium is the condition where the sum of the torques produced by forces acting on a body sum to zero.
• Steps in solving rotational equilibrium problems:
1. Establish a positive torque direction (similar to establishing a reference frame in previous problems).
2. Draw a free body diagram.
3. Check units.
4. Resolve all forces acting on the object into components that are perpendicular to the distance between the pivot (or point about which you are determining your torques) and the applied force, and parallel to this distance.
5. Sum all of the torques acting on your object and set this sum equal to zero.
6. Solve for any unknowns.
• Homework:  Rotational Equilibrium Worksheet.

WEDNESDAY, 10/28/09 (ALL)

• The homework from last time was discussed.
• Students were allowed to finish the Forces In Equilibrium Lab as needed.

MONDAY, 10/26/09 (3rd Period) and TUESDAY, 10/27/09 (6th  & 8th Periods)

• Ideas of statics were applied to pulleys.
• Students started this Forces In Equilibrium Lab.
• Homework:  More Statics With Pulleys Worksheet. 

FRIDAY, 10/23/09 (ALL)

• The homework from last time was discussed.
• Students were introduced to the Forces In Equilibrium Lab.
• Test make-up proficiencies are due on Monday, November 2nd FOR ALL CLASSES.  NO LATE PROFICIENCIES WILL BE ACCEPTED.
• This document explains what must be done to recover points lost on tests:  Recovering Points Lost on Tests With Proficiencies.

WEDNESDAY, 10/21/09 (3rd Period) and THURSDAY 10/22/09 (6th & 8th Periods)

• The kinematics test was discussed and returned. 
• We started discussing our next unit -- forces.
• Newton's 1st and 3rd Laws of motion were discussed.
• Freebody diagrams were discussed.  These are essential tools when working with forces and analyzing the motions they produce.
• Equilibrium situations were analyzed.
• Steps in Solving Statics Problems:

1.    Draw a picture.

2.    Establish a Reference Frame

3.    Identify Variables / check units.

4.    Draw a free body diagram.

5.    Resolve all forces into x and y components.

6.    Sum all forces in the x direction and set this sum equal to zero.

7.    Sum all forces in the y direction and set this sum equal to zero.

8.    Solve for the desired unknowns.

• Homework:  Statics Worksheet.

MONDAY 10/19/09 (3rd Period) and TUESDAY 10/20/09 (6th & 8th Periods)

• Unit Test:  Kinematics.
• Students are to do the following reading for Monday/Tuesday:  p 47-50; 53-56.

THURSDAY 10/15/09 (6th & 8th Periods) and FRIDAY 10/16/09 (3rd  Period)

• The period was dedicated to unit review for the test (for those taking the test) or planning / carrying out their proficiencies.  Proficiencies were discussed at length.
• HONORS STUDENTS: This time could be used to work on your projects.

TUESDAY, 10/13/09 (6th & 8th Periods) and WEDNESDAY, 10/14/09 (3rd Period)

• The beginning of the period was dedicated to the completion of the Projectile Motion Lab.  Groups should come ready to receive their angle.  CALCULATIONS SHOULD BE COMPLETE!
• The rest of the period was dedicated to unit review for the test (for those taking the test) or planning / carrying out their proficiencies.  Proficiencies were discussed at length.
• HONORS STUDENTS: This time could be used to work on your projects.
• Unit #1 Review Sheet: Kinematics. These are problems that do not have to be turned in, but are intended to give you additional practice on the unit's material.  Please note:  this review sheet, and ones provided in the future, may not provide examples of everything you may need to know for a test; always refer to your notes, homework, labs, and assigned reading.  For instance, this review sheet does not have any graphing material on it.  Students are still accountable for everything we have done associated with graphing motion.

WEDNESDAY, 10/7/09 (3rd Period) and THURSDAY, 10/8/09 (6th & 8th Periods)

• Students continued to work on the Projectile Motion Lab.
• Students were informed that they must let Mr. K know on either Tuesday or Wednesday of next week whether they plan on completing the course by the proficiency option or the test option.  Students are encouraged to look at the following attachments when making their decisions here.
• Guidelines and Examples for Proficiencies.
• Proficiency Scoring Rubric.
• Proficiency Approval Form (must be submitted and approved before the proficiency is accepted).
• Required Proficiency Items for the Kinematics Unit.
• Test-option students wishing to make points up that are lost on a test must complete a proficiency (requiring measurements for the calculation and additional measurements to verify the calculation) for each of the items they lost points for on the test.  More instructions for test-option students will come later.

MONDAY, 10/5/09 (3rd Period) and TUESDAY, 10/6/09 (6th & 8th Periods)

• Uniformly accelerated motion in two dimensions was discussed.  The most common example of this is projectile motion.
• Students put their understanding of projectile motion into action in the Projectile Motion Lab.

FRIDAY,10/2/09 (All Periods)

• This period was spent discussing the manipulation of vectors and going over the procedure used to add two vectors together.  No new homework was assigned.
• Students should read and print for next time the Projectile Motion Lab.

WEDNESDAY, 9/30/09 (3rd Period) and THURSDAY, 10/1/09 (6th & 8th Periods)

• Many quantities in physics have both a direction as well as a magnitude.  Displacements, velocities, accelerations, and forces are all examples.  Today was spent talking about these quantities called vectors.  The procedure for adding two vectors together includes:

1.     Identify the vector quantities to be added.

2.     Establish / identify / choose a reference frame.

3.     Check the units on the vectors to be added -- they all must be the same.

4.     Resolve all vectors to be added into their x and y-components.

5.     Add all of the x-components up.  This sum equals the x-component for the resultant vector.

6.     Add all of the y-components up.  This sum equals the y-component for the resultant vector

7.     Use the Pythagorean Theorem to determine the magnitude of the resultant vector.

8.     Use the sine, cosine, or tangent ratio to determine the direction with an angle.  Be sure to somehow specify what the angle is referenced to.

MONDAY, 9/28/09 (3rd Period) and TUESDAY, 9/29/09 (6th & 8th Periods)

• Some final examples of uniformly accelerated motion were given to the students.
• A portion of the period was spent discussing the honors physics option.
• Also, students are asked to show their parents this Donation Letter Request.  Students and their families do not have to donate.  However, students will receive credit for a parent signature indicating that they had indeed been shown this letter.  Students may print off this letter and return it with their parent's signature.  Or, students can simply use another piece of paper stating that the letter has been shown to their parents with their parent's signature.  In this way, the science staff at CV can be sure that parents have at least been made aware of the financial situation within the science department.
• Students wishing to take the class with the honors option must submit a signed group project contract to Mr. K by Friday, 10/2.  See the project web page for details (a link to the project web page is located at the top of this page).
• Parents and students interested in doing the Honors Option are encouraged to attend an informational meeting with Mr. K in F-21 on Wednesday evening starting at 5:30.  The meeting will last until there are no additional questions and has been scheduled on the night of open house to avoid making parents wishing to attend to have to come to CV multiple times.

FRIDAY, 9/25/09 (All Periods)

• Students completed yesterday's activity.  Additional examples of uniformly accelerated motion were demonstrated.

WEDNESDAY, 9/23/09 (3rd Period) and THURSDAY, 9/24/09 (6th & 8th Periods)

• Examples of utilizing the equations of uniformly accelerated motion were given and discussed.
• Students put their knowledge of uniformly accelerated motion to the test by determining the maximum height of an air-powered rocket in the Amazing Heights Lab.

MONDAY, 9/21/09 (3rd Period) and TUESDAY, 9/22/09 (6th & 8th Periods)

• The class was started with a warm-up problem having to do with graphing motion.  Often throughout the year students will be asked to complete such a warm-up problem at the beginning of class.  This problem may be in the form of an actual mathematical problem or students might be asked to write about how class concepts apply to everyday experiences.  Students are to keep their warm-up problems.  These will be collected and graded periodically (usually on test days).  IF YOU ARE ABSENT YOU ARE STILL ACCOUNTABLE FOR THE WARM-UP PROBLEM FOR THAT DAY.  Solutions are kept in a binder in the classroom.  In order to receive full points for their warm-ups for the units, students must do the following:
• State what the problem was.   
• Show their initial attempt at solving the problem.
• Show the correct solution as discussed in class as well as the correct answer.
• The graphical analysis of motion was considered (a follow-up to yesterday's homework).  Students completed a couple of example problems relating the slopes of position and velocity graphs to velocity and acceleration.
• Uniform accelerated motion was introduced and formally discussed.  In this case, acceleration is constant throughout the motion.  With this constraint, the "big four" equations were derived.
• vaverage = (v + vo)/2
• v = vo + at
• x = xo + vot + 1/2at²
• v² = vo² + 2a(x-xo)
• PLEASE NOTE:  YOU CAN APPLY THESE RELATIONSHIPS ONLY WHEN THE MOTION IS UNDERGOING CONSTANT (non-changing) ACCELERATION.
• Steps used when solving these problems include:

1.    Drawing a picture.

2.    Establishing a reference frame in order to assign quantities to variables.

3.    Inventorying variables.

4.    Checking units.

5.    Verifying that acceleration is indeed constant over the course of the problem being analyzed.

6.    Selecting one or more of the above relations and solving for your unknowns.

FRIDAY,9/18/09 (All Periods)

• Students were allowed to complete the Graph Matching Lab.

WEDNESDAY, 9/16/09 (3rd Period) and THURSDAY, 9/17/09 (6th & 8th Periods)

• The graphical analysis of motion was discussed briefly.
• Students were given the rest of the period to completed the Graph Matching Lab .

MONDAY, 9/14/09 (3rd  Period) and TUESDAY, 9/15/09 (6th & 8th Periods)

• Kinematics is the study of motion -- the topic of our first unit.
• Basic terms of position, displacement, average velocity, instantaneous velocity, average acceleration, and instantaneous acceleration were defined and discussed.
• The homework that was assigned over the weekend was reviewed as needed.
• Students are asked to read and print a copy of our first lab: Graph Matching Lab.  Students will be starting this lab today.

THURSDAY 9/10/09 (All Periods)

• Voluntary parent and student meeting in the classroom at CV at 7:00 PM.  Mr. Kirsch will fully explain the two options for the course (the Test Option as well as the Proficiency Option) and will be available to answer questions.  Parents are encouraged to attend to learn how they can support their student in making this decision and performing well in the class. 

THURSDAY 9/10/09 (6th & 8th Periods) and FRIDAY 9/11/09 (3rd Period)

• Students went to the bookroom to pick up their textbooks.
• Students were asked to respond to the following questions  as their first Warm Up.

• ·         Why are you taking this class?

• ·         How do you believe you learn best?

• ·         What do you think your teacher can do to help you be successful in this class?

• ·         List your three (or more if you wish) most important interests or hobbies.

• Mr. K discussed how physics permeates our lives using numerous examples from his own summer experiences.
• Warm-Ups.  This document will continue to be updated throughout the year -- as warm-ups are given in class they will be added to this document.  If you miss class, you are responsible for determining if you missed a warm up and completing it.
• The following two math-related worksheets are intended to help you assess whether or not you have adequate math skills for this course.
• As homework, students are to review this Significant Figures / Scientific Notation Worksheet.  For this course, students should be familiar with these concepts.  STUDENTS DO NOT HAVE TO TURN IN THIS WORKSHEET.  Students should do a couple of problems to insure that they understand both concepts (performing calculations with significant digits and using scientific notation). 
• HOMEWORK:  More Math Worksheet.  Students are to attempt this worksheet in its entirety.
• Remember -- credit is given on homework for the attempt.  Bring your questions to class on Monday so that we can discuss your questions.  In most cases, if you can't do one of these problems you likely only need a bit of review.  After all, for some of you, it has been a while since you have worked math problems.  You need to get back into the groove of things.

WEDNESDAY 9/9/09 (All Periods)

• Students attended a general orientation to CVHS science department policies in the school's auditorium.
• As homework for this first day, students are to do the following seven things before the next scheduled class period:
1. Read the Class Syllabus posted here (a hard copy will not be provided, nor will it be needed -- save a tree, don't print it).  Bring your questions for the next class period.
2. Print out, sign, and return to class THE LAST PAGE ONLY of the class syllabus.  This lets MR. K know that all students are able to access and obtain materials off of the class web site and that parents and students understand class expectations.
3. Read, and have their parents read this Welcome Letter.
4. Print, read, and then sign this Safety Contract.  Have your parents sign this contract as well.  Signed contracts are to be returned to class prior to participating in lab activities.
5. Send Mr. K an email (be sure to indicate who you are and which period you are in) so that he can place it in the grade book.  Mr. K's email is adam.kirsch@corvallis.k12.or.us.
6. Have your parents send me an email so that he can place it in the grade book as well.
7. PLEASE BRING YOUR STUDENT BODY CARD WITH YOU FOR THE NEXT CLASS PERIOD -- you will be picking up your textbook during class.
• It is critical that Mr. K have working emails for both the student and his or her parents.  Email will serve as an important communication tool throughout the year.

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Assignments

Material from Giancoli text listed in blue.

Material from Hewitt text listed in yellow.

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Proficiency Materials

• Use this document as guidelines when completing proficiencies when taking the course with the proficiency option.  Guidelines and Examples for Proficiencies.
• This document summarizes the rubric to be used when scoring all proficiencies:  Proficiency Scoring Rubric.
• Use this document to get required prior instructor approval for all proficiencies:  Proficiency Approval Form.
• Use this document to determine how to recovery points on tests via. the completion of proficiencies:  Recovering Test Points With Proficiencies Guidelines.
• Proficiency Topics -- Kinematics.
• Proficiency Topics -- Forces.
• Proficiency Topics -- Energy / Momentum.
• Proficiency Topics -- Rotation.
• Proficiency Topics -- Electrostatics.
• Proficiency Topics -- Circuits.

 

 

 

 

 

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Tips for Success In Physics (and anything else)

Physics can be a difficult subject to learn for the first time.  The primary reason for this is simple:  you have already decided for yourself, in your previous 15 or 16 years, how the world works simply by observing it.  Unconsciously you have developed a set of physics rules.  Unfortunately, often the rules you have developed are incorrect.  To find success in physics, you need to be willing to change some of the decisions you have previously made regarding how the world works.  For many people, the way one studies and approaches a new subject and class must change when you are learning physics.  (This was certainly true for Mr. K!)  Fortunately, these changes will be required for future success later in life anyway.  These habits of mind are not a waste of time -- rather, in the long run these things will save you both time and frustration.  So, you might as well develop new habits now while you have extra help (i.e. Mr. K).  Here are my suggestions:

1. It is absolutely critical that you stay caught up.  Everything in this class builds upon itself.  If you fail to truly attempt homework one night, you will be less able to follow along the next day as some degree of understanding of the previous day's material is usually always required to understand the following day's material.  The snowball-effect applies here big time.
2. Reading a physics book, or any other technical book, differs from other reading.  One cannot skim.  Instead, you will often find yourself needing to stop and perhaps go back to previous readings in order to clarify something.  DON'T SKIP THIS STEP AND JUST MOVE ON WHEN SOMETHING ISN'T TOTALLY CLEAR!  That is the best way to make everything from that point on look like Greek.
3. To force yourself to focus on the reading, take notes.  After reading a paragraph or two, paraphrase what you have just read for yourself.  Sound like too much work?  Well, you will be spending the time up front and hours of frustration later will be avoided.
4. Homework problems are important.  Answers will always be provided.  It is essential that you check your answer to a problem before moving on to the next one.  If you fail to do this, how will you know you are doing the problem correctly?  How will you know you truly understand the concept?  This is absolutely essential.
5. Use provided solutions correctly.  Solutions should be used when you are really stuck, and should only be looked at after having attempted the problem.  Like simply listening to Mr. K explain a problem, looking at the solutions and then failing to later resolve the problem on your own is a serious trap.  Take the extra couple of minutes to try the problem again later!
6. When you encounter problems that you just can't figure out, ask Mr. K, or a friend.  Some problems will be discussed the next day in class.  Again, there is a real trap here.  A person confused by a problem often feels, the next day, like they understand it when the teacher or someone else goes through it with the class.  This is a false sense of security.  PLEASE TAKE THE TIME, AT LEAST A COUPLE OF HOURS LATER, TO ATTEMPT THE PROBLEM ON YOUR OWN WITHOUT REFERRING TO NOTES.  If you can solve it now, you are probably in pretty good shape.  If you can't, it is even more critical you come see Mr. K or seek help elsewhere.  Your understanding is not going to magically come together on its own.
7. Attempt the review sheets when they are provided.
8. Prior to a test, get to the point that you understand all homework problems that were assigned for the unit.  The one or two that still puzzle you right before the test that you feel won't matter anyway may very well matter.  Mr. K would not have assigned a problem if there wasn't something he wanted you to know about it.  And those things he wants you to know he will eventually be assessing you on.
9. Learn how to recognize when you are in trouble when you don't understand something.  Then, come get help.  This is super important.  Taking physics is NOT a contest to see how much you can figure out on your own.  Many students hesitate to come to their teachers or seek help, feeling that seeking help is a form of cheating.  Well, it isn't.  Seeking help will be necessary throughout your life.  The faster you get over this hesitation, the easier things will become.  And as far as what Mr. K thinks of people who constantly come and ask for help:  only admiration for the dedication to grow and learn.  I value this much more than intrinsic gifts of the intellect for this trait speaks to character, and I'll take character over talent any day.
10. Beware of "study parties".  Many past students have used these to prepare for tests.  If the party consists of only a couple of people (no more than three), it will probably be a very helpful experience.  However, when there are more people than this, I'm afraid that the individual becomes less likely to attempt and master everything for himself or herself.  Instead, it becomes tempting to simply listen to the solutions of others.  This is okay, but what usually happens is the individual fails to then attempt to solve the same problem on his or her own.  I can guarantee you this:  IF YOU DON'T DO IT, YOU WON'T LEARN IT.
11. Write out problems.  Show all work.  List your knowns and unknowns.  Draw pictures.  These are all habits of mind that lead to success.  If your work is all done on your calculator, it becomes impossible to find errors, to check your process, or to see patterns to solutions between seemingly unrelated problems.  Believe it or not, physics is intended to simplify things.  But similarities between things are impossible to see if you don't take the time to write things down so that you can refer to them later.
12. For Mr. K when he first took physics, the initial reading was often confusing.  But it is important -- the first contact with concepts.  Working problems then gives you an opportunity to work with those concepts in greater depth.  Mr. K recalls how, after doing enough problems, he often would reach the point where everything seemed simply to be a list of equations, none of which he could relate to anything.  Eventually, Mr. K discovered that to increase his confidence for a test and to place everything in perspective, simply re-reading the assigned reading right before the test was affective.  Very real connections between ideas were developed in doing this.  Mr. K knows that his performance on tests as well as his understanding improved dramatically once he began re-reading material on a regular basis.  He continued to apply this technique (with success) throughout his college career.
13. So you haven't had to do all this in your previous classes?  Congratulations.  But we all reach a point where old techniques for learning new things no longer apply.  For many students, physics marks this transition.  Remember, you are not just filling your brain in this course -- YOU ARE REPROGRAMMING IT.  Reprogramming is harder than simply filling.  The above list are things Mr. K and others have found helpful when learning the wonderful subject of physics for the first time.  They are habits of mind.  And they are habits that will serve you well both here at CV, and life afterwards.

 

                                                                                                                                                (since 10/2/09)

 

 

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