http://sites.science.oregonstate.edu/physics/coursewikis/ph111/ 2020-01-26T00:07:42-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/ http://sites.science.oregonstate.edu/physics/coursewikis/ph111/lib/images/favicon.ico text/html 2012-11-27T11:12:09-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:fall2012daybyday:fall2012day19:connecting_ice_melt_to_position_vs_time_graph&rev=1354043529 We have talked about how ice melt on land/water effects water levels and about position vs time graphs. We will take that knowldege and combine it to interrprut an Artic Sea level graph through out 3 seperate time periods. Each group reads the graph and then tells a “story” of the ice that corresponds. At the end we will share with the class. Graph given to each group: text/html 2012-11-27T10:37:08-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:fall2012daybyday:fall2012day19:daily_schedule&rev=1354041428 9:30- 9:45 Discussing moon predictions, observations and explanations 9:45-10:00 Designing a motion 10:00-10:30 Exploring positive and negative velocities 10:30-11:00 Exploring accelerated motion 11:00-11:20 Documenting current knowledge 11:20-11:30 Writing 11:30-11:50 Reflecting text/html 2012-11-27T11:17:09-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:fall2012daybyday:fall2012day19:designing_a_motion&rev=1354043829 Have groups of 2 design a motion and predict the postion vs time and velocity vs time graphs: First: Next: Then: Finally: When the groups have varified that their graphs are correct have them draw the position vs time graph and pass it to the next group. Now the groups predict, try and compare the motion and velocity graph from the postion graph given. Examples of Groups Motion Designs: text/html 2012-11-27T11:13:12-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:fall2012daybyday:fall2012day19:discussing_moon_predictions_observations_and_explanations&rev=1354043592 Have students draw any moon observations they have recorded since Novemeber 13th (solar ecliplse) on the white board. We discussed that a full moon will be on Wednesday at 6:45 am and why full/first quarter/thirdquater/new moons have a specific time that they can be seen where as the wanning/waxing gibbous and crescent moons are visible for about a week at a time. text/html 2012-11-27T10:57:15-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:fall2012daybyday:fall2012day19:documenting_current_knowledge&rev=1354042635 Documenting current understandings about motion: - (set up boards as tracks to repeat motion diagnostic; define detector at beginning of the motion) - Advise them to use their charts of motion away from the detector to think about each segment of the track - Give hint: mark equal segments on the vertical position vs time track to represent the equal lengths of the three segments of the track - Write the type of motion along each segment (at rest at A, slow constant velocity on AB, speeding … text/html 2012-11-27T11:18:03-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:fall2012daybyday:fall2012day19:exploring_accelerated_motion&rev=1354043883 Tossing ball above motion detector - At rest or moving with constant velocity: acceleration = 0 (Newton’s first law) Tossed ball: - ball starts with high speed - slows down as moves up - as turns around velocity moves through zero but the ball does not stop - speeds up as falls back down *(acceleration is constant due to constant force on the ball by the Earth) Note that the sign of the acceleration is arbitrary; depends on decision of which is the positive direction: text/html 2012-11-27T10:51:45-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:fall2012daybyday:fall2012day19:exploring_positive_and_negative_velocities&rev=1354042305 - Review position vs time graphs - Review velocity vs time graphs - Review how these graphs differ when moving away and towards the motion detector - Consider a turn arond moving away and then towards - Consider a turn around moving toward and then away text/html 2012-11-27T11:41:40-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:fall2012daybyday:fall2012day19:reflections&rev=1354045300 Student 1 Learned: what acceleration looks like on a graph and how the three graphs (velocity, position, acceleration) compare Wants to Know: how the rest of the week is going to go Student 2 Learned:how to inturrprut acceleration graphs Wants to Know: how the final will go Student 3 Learned: velocity graphs and how they are similar to position vs time graphs Wants to Know: how the final will go Student 4 Learned: penumbral lunar eclipse Wants to Know: still curious about how th… text/html 2012-11-27T10:35:50-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:fall2012daybyday:fall2012day19:start&rev=1354041350 Daily Schedule Discussing moon predictions, observations and explanations Designing a motion Connecting Ice Melt to Position vs Time Graph Exploring positive and negative velocities Exploring accelerated motion Documenting current knowledge Reflections