FOOTHILL TECHNOLOGY HIGH SCHOOL
Conceptual Physics Interactive Notebook 2013-2014
DEPARTMENT STATEMENT:
Students will actively experience science – both the concepts and practices of the disciplines. Science requires a student to understand facts, processes, interactions and the methods of discovering these things in an organized, yet creative fashion. Students will learn to operate various pieces of scientific equipment that serve as tools to improve the accuracy of measurement and analysis. Foothill Technology High School is dedicated to integrating concepts and projects across curricula. By integrating several subjects, we hope that each student gains a deeper understanding and appreciation of the fact that one subject cannot stand without the other.
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TABLE OF CONTENTS Lab Group Assignments Course Expectations and Guidelines Lab Guidelines (Notebook copy) Notebook Requirements
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LAB GROUPS When you are assigned to a new lab group, write down your new lab partner’s names and e-mail addresses or phone numbers in the space provided. Make sure you write down the name of your group (i.e., “red group” or “cell group”) and your seat number for that group. Group: Lab Partner’s Name
Group: Lab Partner’s Name
Group: Lab Partner’s Name
Group: Lab Partner’s Name
Seat Number: Phone Number
E-mail Address
Seat Number: Phone Number
E-mail Address
Seat Number: Phone Number
E-mail Address
Seat Number: Phone Number
E-mail Address
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COURSE EXPECTATIONS AND GUIDELINES HIGHLY RECOMMENDED SUPPLIES:
Glue stick and tape for putting items in interactive notebook Index cards to create concept cards College ruled, loose-leaf paper Pencils, pens (blue or black ink), highlighters, erasers Storage pouch for pencils, pens, glue sticks, unused index cards, etc 1.5” binder to hold your interactive notebook At least 10 dividers/tabs to glue into your interactive notebook to separate units Calendar/Agenda for recording assignments Colored pencil set (at least 12 colors) Several clear page protectors Scientific calculator – will be needed for tests, quizzes, etc.
CLASS EXPECTATIONS: Students are expected to:
Be on time.
Be prepared with appropriate materials (interactive notebook, pen, etc.)
Be involved in class discussions.
Be respectful of self, teacher, classmates, guest speakers, and school property.
Be aware of safety protocol in the lab and follow it.
EXPECTED WORKLOAD: • • • •
Quizzes and unit tests – every 2-4 weeks Lab investigations and reports – 1 per week Homework (including online assessments) – 1 to 3 times a week Projects – 1 big project per quarter
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COURSE EXPECTATIONS AND GUIDELINES • • • • • • • •
TOPICS:
Scientific notation and the metric system Linear and projectile motion Newton’s laws Momentum Energy Vibrations and waves Sound, light, and color Electricity and magnetism
GRADING SCALE: A B C D F
90 – 100% 80 – 89% 70 – 79% 60 – 69% 50 – 59%
Work not attempted by the deadline date will be recorded as a zero.
WEIGHTING OF TASKS AND ASSIGNMENT CATEGORIES: Tests and Quizzes
30%
Projects
20%
Daily Homework
15%
Classwork/Lab Reports
15%
Semester Final
20%
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COURSE EXPECTATIONS AND GUIDELINES HOMEWORK: Homework will be related to the curriculum and will be assigned to strengthen skills, reinforce concepts, and/or prepare for a lesson, unit, or activity. Students should expect some homework on a daily basis.
There are two general categories of homework: Peer evaluated: In cooperative groups, students will evaluate work in interactive notebooks as either following or not following the guidelines. Instructor evaluated: This includes online assessments, projects, concept-mastery worksheets, and lab conclusions.
LATE WORK AND/OR MISSING WORK: Each assignment will have a due date. This is the date by which you are expected to submit the assignment. Missing work will be recorded in the grade book as a zero. If a student is absent from class, that student is responsible for making up missed work. For every one day absent, students receive one extra day to complete the assignment.
EXTRA CREDIT: Individual Extra Credit: There are select opportunities for a small amount of individual extra credit to be earned. These will be discussed in class. Group Extra Credit: Large assignments for extra credit will be considered on a class-level basis, not an individual basis, and will only be offered to students who have all assignments completed.
CALCULATORS: If you are unable to purchase a calculator or you forget yours, you may borrow a calculator from the back of the room. You must leave your student ID in the pouch of the calculator you remove. Before anyone is dismissed from class, all calculators must be returned to the back of the room.
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SAFETY RULES IN THE LABORATORY TEACHER COPY 1. During experiments, listen carefully to instructions and follow them as exactly as you can. In
case of confusion or uncertainty, ask questions! Performing unauthorized experiments will not be tolerated.
2. No horseplay will be tolerated. 3. All students will wear safety goggles/safety glasses in the laboratory whenever
experiments are being performed that warrant eye protection. Notify your teacher if you are wearing contact lenses. Circumstances when safety goggles will always be worn are: When anything is heated, when students handle chemicals, or when there is the potential for chance flying debris.
4. Never eat in lab or drink out of glassware. Never taste or smell anything unless you are given specific directions to do so.
5. Any injury, major or minor (cut, burn, etc.), must be reported to the teacher at once. Put
cold water on burns first. Chemical spills should be washed off immediately with water. Know the location of all laboratory safety equipment. Chemicals in the eyes must be flushed immediately with the eyewash. Hold the eye open, rotate the eyeball, and continue washing for 10-15 minutes.
6. Do not touch equipment without permission. All unauthorized experimentation is strictly
forbidden. This includes all chemicals, models, or apparatus. Complete all pre-lab work. Don’t do any lab procedures until approved by instructor.
7. When heating a test tube, always point the open end away from you and others. It should be at a slant rather than straight up in most cases.
8. If the fire alarm should sound during a lab, turn off all heat sources and proceed quietly from the classroom to the assembly area outside.
9. If glass is broken, the teacher should be informed immediately. Students should not handle broken glass; teachers will dispose of broken glass.
10. Be careful not to contaminate the class supply bottle. Use disposable papers with solids. Use the same supply spoon with the same chemical. Don’t put any excess material back into the supply bottle.
11. Dispose of all materials as per instruction. Do not assume that all liquids go down the sink! 12. Dissection equipment can only be used on specimens. Any misuse of dissection tools will result in disciplinary action.
13. Before class will be dismissed, all equipment and sinks must be clean, and desktops must be clean and dry.
If the above guidelines are not followed, you may not be allowed to participate in the lab and may not receive credit for the activity. I have read the guidelines and understand what is expected of me in the laboratory.
Print Student’s Name
Student’s Signature
Date
Period
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THIS PAGE WAS LEFT BLANK, SO THE COPY OF THE SAFETY RULES ON THE BACK OF THIS PAPER CAN BE TORN OUT AND TURNED INTO YOUR TEACHER.
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SAFETY RULES IN THE LABORATORY STUDENT COPY 1. During experiments, listen carefully to instructions and follow them as exactly as you can. In
case of confusion or uncertainty, ask questions! Performing unauthorized experiments will not be tolerated.
2. No horseplay will be tolerated. 3. All students will wear safety goggles/safety glasses in the laboratory whenever
experiments are being performed that warrant eye protection. Notify your teacher if you are wearing contact lenses. Circumstances when safety goggles will always be worn are: When anything is heated, when students handle chemicals, or when there is the potential for chance flying debris.
4. Never eat in lab or drink out of glassware. Never taste or smell anything unless you are given specific directions to do so.
5. Any injury, major or minor (cut, burn, etc.), must be reported to the teacher at once. Put
cold water on burns first. Chemical spills should be washed off immediately with water. Know the location of all laboratory safety equipment. Chemicals in the eyes must be flushed immediately with the eyewash. Hold the eye open, rotate the eyeball, and continue washing for 10-15 minutes.
6. Do not touch equipment without permission. All unauthorized experimentation is strictly
forbidden. This includes all chemicals, models, or apparatus. Complete all pre-lab work. Don’t do any lab procedures until approved by instructor.
7. When heating a test tube, always point the open end away from you and others. It should be at a slant rather than straight up in most cases.
8. If the fire alarm should sound during a lab, turn off all heat sources and proceed quietly from the classroom to the assembly area outside.
9. If glass is broken, the teacher should be informed immediately. Students should not handle broken glass; teachers will dispose of broken glass.
10. Be careful not to contaminate the class supply bottle. Use disposable papers with solids. Use the same supply spoon with the same chemical. Don’t put any excess material back into the supply bottle.
11. Dispose of all materials as per instruction. Do not assume that all liquids go down the sink! 12. Dissection equipment can only be used on specimens. Any misuse of dissection tools will result in disciplinary action.
13. Before class will be dismissed, all equipment and sinks must be clean, and desktops must be clean and dry.
If the above guidelines are not followed, you may not be allowed to participate in the lab and may not receive credit for the activity. I have read the guidelines and understand what is expected of me in the laboratory.
Print Student’s Name
Student’s Signature
Date
Period
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INTERACTIVE NOTEBOOK REQUIREMENTS The Interactive Notebook contains most of the information that will be explored during each semester. The right side pages will be reserved for lecture notes and activities presented to you in class. These activities mainly exercise the “left” hemisphere of your brain, the logical, verbal, and sequential center. The left spiral pages demonstrate your understanding of the information from the right-side page. You work with the input and INTERACT with the information in creative, unique, and individual ways. The left side of the notebook, or “right brain” incorporates and reflects how you learn science as well as what you learn in science. We’ll use the 4 “block” categories to help accelerate your learning and focus your attention on big science concepts. A few of the activities are listed:
Left-Brain In class activities
Notes
Lab Procedures
Data
Worksheets
Lab Conclusions
Usually recorded in pen or pencil
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Right-Brain Reflections on in-class activities
Reflections
Images in color
4-block creative categories (see next page)
INTERACTIVE NOTEBOOK REQUIREMENTS Output goes on the LEFT side (right brain)! ALWAYS USE COLOR – it helps the brain learn and remember. The following are specific instructions for left-side (“right brain”) assignments that will be assigned on a frequent basis in science.
Block 2
Block 1 Levels of Questioning
Venn Diagrams
Discovery
Concept Maps
Headlines/News
Flow Chart
Articles
Brainstorming
Reflections
Fold-ables
Block 4
Block 3 Poems
Cartoon
Song Lyrics
Riddle Cards
Acrostic Organizers
Concept Cards
Metaphors
Visual Illustration
Analogies
Graphs
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CONCEPT CARDS EXAMPLE FRONT OF CARD:
Illustration of vocabulary word or concept
neutral
BACK OF CARD:
Neutron 1. An electrically neutral particle that is one of the two kinds of particles that composes an atomic nucleus. 2. Noun 3. Nucleons in an electrically neutral state are called neutrons.
Link: another word or idea that helps you remember the original
Vocabulary word Definition
Characteristics Example from text or personal experiences
4. The neutron is neither positively or negatively charged. Your own example sentence Page | 12
INTERACTIVE NOTEBOOK REQUIREMENTS GENERAL GUIDELINES
1. Bring your interactive notebook to class with you every day with all of the pages in the correct order.
2. Do not remove any pages from your interactive notebook unless instructed to do so. 3. Use only black or blue ink. If you make a mistake, draw a single line through the error or use white out. Do not scratch out any wrong calculations – simply draw a line through the error.
4. Record all information neatly and accurately. 5. Losing your interactive notebook will result in a large drop in your grade and will require you to complete all missing assignments again.
• •
!
•
CONCEPT CARDS DIRECTIONS
Font of card:
Illustration: Draw an illustration of the vocabulary word or concept using at least four colors. Link: Link another word or idea that helps you remember the original vocabulary word on card
!
!
!
!
Back of card:
Word: Write the vocabulary word at the top of the card.
•
Definitions: Should be in student’s own words (check with dictionary or text)
•
Characteristics or features: If appropriate, write down a short list of characteristics for the words. What prefixes or suffixes make up the word?
•
Examples from the text and/or personal experiences: If appropriate, students provide examples of the words on their concept cards. These can be in written or pictorial form.
•
Personal sentences: Student writes sentences using the words.
Concept cards will be taped into your interactive notebook and used as a study aid. Creating neat, informative, and accurate concept cards will be extremely beneficial when preparing for assessments.
Be sure to “FLIP” the card when you create the back so that the text is oriented correctly when you tape it into your interactive notebook.
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INTERACTIVE NOTEBOOK REQUIREMENTS FLOW-CHARTS Before performing any lab or activity in class, each student must be prepared for the lab. This preparation is reflected in a flow-chart of the procedure for the day’s lab. Flow-charts must meet the following requirements:
1.Each step must be included 2.Each step must be represented as a picture depicting the step 3.Each step must also include text, briefly describing that point in the procedure
4.Arrows must connect each step 5.Important numbers and units must be included
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INTERACTIVE NOTEBOOK REQUIREMENTS FOLDABLES Concept Map Book Instructions: 1. Fold a sheet of paper along the long or short axis, leaving a two-inch tab uncovered. 2. Fold in half or in thirds. (Additional tabs can be created by folding into more parts.) 3. Unfold and cut along the inside fold lines to create tabs. 4. Identify the concept by writing key words or using pictures on the two-inch tab. Draw arrows from the central idea to the tabs, data will be recorded underneath each tab.
Concept maps demonstrate relationships between ideas. They help you understand concepts by clarifying ideas and terms, and by dividing complex concepts or processes into smaller parts. You can use concept maps to relate, define, brainstorm, and sequence.
Venn Diagram Foldable Instructions: 1. Fold a sheet of paper in half like a hotdog. 2. With the paper horizontal, fold the right edge toward the center, covering half of the paper. 3. Fold the left side over the right and crease to form three tabs. 4. Draw two overlapping ovals on the front. 5. 5. Cut up the two valleys on one side only.
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INTERACTIVE NOTEBOOK REQUIREMENTS Layered Foldable Instructions: 1. Stack 2-3 sheets of paper together so that each consecutive sheet is around 1 inch higher than the sheet in front of it.
2. Bring the bottom of both sheets upwards and align the edges so that all the layers or tabs are the same distance apart.
3. When all of the tabs are equal distance apart, fold the papers and crease well. 4. Open the papers and glue them all together along the valley/center fold or staple the pages together at the top.
More Foldables at a Glance
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INTERACTIVE NOTEBOOK REQUIREMENTS POEMS, SONGS, ANALOGIES, ETC. Haiku: Haiku is a minimalist, contemplative poetry from Japan that emphasizes nature, color, and contrasts. There are 3 lines and 17 syllables distributed in a 5, 7, and 5 syllable pattern. A haiku should communicate a sensation or the “distilled essence” of a specific fact or concept. 5 syllables in the first line 7 syllables in the second line 5 syllables in the third line
Your haiku must follow the metric pattern and deal with any aspect of a topic covered in class. Create a border and artwork reflecting the topic or your insight. Then write a 3 – 5 sentence explanation telling how the haiku demonstrates an understanding of the assigned term or concept. Cinquain: A cinquain is a five-line poem written about a single concept, object, or idea. The format is a short, unrhymed poem of twenty-two syllables and five lines. The five lines contain 2, 4, 6, 8, and then 2 syllables. Each line is supposed to deal with a specific aspect of the cinquain’s topic. The first line consists of 2 syllables: (the title) The second line consists of 4 syllables: (describes the title) The third line consists of 6 syllables: (states an action) The fourth line consists of 8 syllables: (expresses feeling) The fifth line consists of 2 syllables: (another word for the title)
Raindrop Moisture, Falling Sustain, Nourish, Cleansing Teardrop Diamond Dropping Earthward
Dewdrop
Song Lyrics: Write the lyrics of a song to a familiar tune. The song should summarize at least three key points about your topic. Here’s an example: Twinkle, twinkle, little star, now I know just what you are: Fusing sphere of plasma mass, wrapped in iridescent gas; Twinkle, twinkle, little star, super-hot that's what you are. Nebula of fading light, spread into the outer night. Blast remains of grand events, distribute new elements. Gossamer in majesty, monument to entropy.
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INTERACTIVE NOTEBOOK REQUIREMENTS Acrostic Organizers: Acrostics are powerful memory devices that can take you to Costa’s second and third levels. To write an acrostic, select a key word that is central to the concept you are studying. Write the letters of that word vertically. Then make a list of companion words that describe the concept. Find a way to partner them with the original letters you wrote vertically. Here’s an example: Topic: Scientific Concepts
Key Word: SCIENCE
S earching and C ollecting data I n many varied ways to E xplore N ature's C hemistry and E mpirically test the physical world around us.
Illustrate your acrostic with a picture that summarizes what you’ve written about.
CORNELL NOTES Lecture notes, including fill-in-the-blank notes, will be written in Cornell Note format. Key points and questions are written on the left column. The right column contains your notes that answer the questions on the left and notes about the key points. The bottom section includes a summary of the lecture written in your own words. ALL lecture notes require a summary paragraph of at least 5 sentences. Writing a summary or “GIST” for physics notes: Read through your notes and highlight the five most important terms. Consider these five terms and how they relate to one another. Write a paragraph at least five sentences long that uses all five of the highlighted terms. Each word must be written in context and underlined.
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INTERACTIVE NOTEBOOK REQUIREMENTS COVER PAGES AND BACK PAGES At the beginning and end of each unit, students will design a unit cover and back page, respectively. The guidelines for each follow: COVER PAGES: Cover pages are worth five points, and must follow each guideline listed below. Each guideline is worth one point. Colorful: It must be in four or more colors Neat: It must be neat (last-minute work will cost you points!) Unit Focused: Each unit cover page must include the name of the unit Unit Relevant: The image on the unit cover page must be unit-related Tabbed: Each unit cover page must include a tab with the name of the unit on it
BACK PAGE CONCEPT MAPS: Unit back pages are worth five points and must follow each guideline listed below. Each guideline is worth one point. Unit Focused: The central theme of the unit must be the central “bubble” of the concept map. Include Unit Relevant Vocabulary: There must be at least ten concept “bubbles” in the entire concept map, using terms from the unit covered. Linked: The ideas must be correctly connected by lines or arrows. Annotation (2 points): The links and relationships must be thoroughly explained in at least 1 paragraph.
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INTERACTIVE NOTEBOOK REQUIREMENTS LAB REPORTS Your interactive notebook will contain instructions for lab investigations and places to record your data. Afterwards, you will be assigned a separate lab report. Your lab report is a thorough explanation of the events and phenomena in an experiment. Lab reports are more significant than a regular class assignment and should be done with care.
Some investigations may have special requirements. However, all lab write-ups will include the following elements:
• • •
•
•
Title of Lab Abstract – Write a short one paragraph explanation of the lab (see page 21) Introduction - State the purpose of the lab and a brief description of the procedure. (2-3 paragraphs) o What question are you trying to answer? o What background information do you already know? o How are you conducting this experiment? o What are the general steps you are following? o What supplies are you using? Results - Include the data tables, graphs, and any important calculations. Be sure to label all graphs and tables and to use the correct units. Rewrite calculations from your preliminary work in the interactive notebook, and use this opportunity to check for errors. o What did you find? o What measurements did you take? o What units did you use? o How did you calculate different variables? Conclusion – Summarize the results and discuss what the data means. Accept or reject your hypothesis and explain why. Account for errors that may have occurred. (2 to 3 paragraphs) o How do your results relate to our current topic? o What can you conclude about the topic based on your investigation? o How do you results “prove” anything? o What errors may have occurred and how could you “fix” them?
THE KEY IN LAB REPORTS IS TO BE COMPLETE AND CONCISE. A GOOD LAB REPORT DOES NOT NEED TO BE LONG, BUT IT DOES NEED TO CLEARLY EXPLAIN THE INVESTIGATION. YOU MUST ALWAYS EXPLAIN WHY A PHENOMENON OCCURS DURING AN EXPERIMENT BY GIVING SPECIFIC EXAMPLES FROM YOUR DATA OR OBSERVATIONS.
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INTERACTIVE NOTEBOOK REQUIREMENTS LAB REPORTS All lab reports must follow the guidelines below: • Must be typed, with the exception of the “results” section. • Clearly label each of the elements on page 20. • Double space and use black ink. • Do not use personal pronouns (“I” or “we” for instance).
Use the following acrostic poem to help you remember how to write an abstract. Each category should consist of between 1-3 sentences. Do not use personal pronouns or use the experimenter(s) as the subject of your sentences.
I
What is the topic, and what is its significance? Introduce the
Introduction question/issue and explain the importance of the investigation.
M
Methods
How were the results obtained? Explain the specific methods used, without listing the steps.
R
Results
As a result of these methods, what was discovered? Summarize any numerical or qualitative data and be as specific as possible.
a
and
C
Conclusion
What are the larger implications considering the problem you discussed in your introduction? Interpret your results here.
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PHYSICS QUIZ: SYLLABUS REVIEW 1. Name one topic we will be discussing this year. ________________________________________________________________________________ 2. Which portion of a lab report does NOT have to be typed? ________________________________________________________________________________ 3. How many points are cover pages worth? ________________________________________________________________________________ 4. Which of the required supplies will be glued/attached into your interactive notebook to separate the units? ________________________________________________________________________________ 5. What is an example of a left-side assignment? Right side assignment? ________________________________________________________________________________ 6. If you are only permitted to use black or blue ink in your interactive notebook, how do you correct errors? ________________________________________________________________________________ 7. What percentage of your grade will be made up of tests? Projects? Homework? ________________________________________________________________________________ 8. How often should you expect to see homework in this class? ________________________________________________________________________________ 9. Can you get credit for any late or missing work? ________________________________________________________________________________ 10. Besides the definition, name one other requirement for the back of the concept card. ________________________________________________________________________________ 11. Is extra credit offered in this class? ________________________________________________________________________________ 12. Name one supply that is highly recommended. ________________________________________________________________________________ 13. How often should you expect to take a quiz or test in this class? ________________________________________________________________________________ 14. What is your teacher’s email address? ________________________________________________________________________________ 15. What is the consequence of losing your interactive notebook? ________________________________________________________________________________
Grade: _________/15 Graded by: Page | 22
SCIENTIFIC CONCEPTS UNIT STUDENT DESIGN COVER PAGE
(see guidelines on page 19)
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SCIENTIFIC CONCEPTS UNIT FRONT PAGE AT THE END OF THIS UNIT, I WILL:
Know how to use my Interactive Notebook Understand the steps of the scientific method Know the different aspects of experimental design Be able to convert between different units, including the metric system
ROOTS, PREFIXES AND SUFFIXES I WILL UNDERSTAND AND RECOGNIZE ARE:
Scientific Concepts: Hypo-, -Thesis Metric System: Kilo-, Milli-, Deci-, Centi-, Deka-
THE TERMS I WILL CLEARLY DEFINE ARE:
Scientific Concepts: Hypothesis, Independent Variable, Dependent Variable, Control, Constant, Scientific Theory, Quantitative Data, Qualitative Data, Precise, Accurate, Significant Figures, Interpolating, Extrapolating, Directly Proportional, Inversely Proportional Metric System: Mass, Weight, Distance, Length, Meter, Second, Gram
KEY QUANTITIES, VARIABLES, AND UNITS I WILL USE ARE:
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SCIENTIFIC METHOD FLOW CHART
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MAJOR COMPONENTS OF EXPERIMENTAL DESIGN EXPERIMENT: After studying about decomposition, members of Julie’s physics class investigated the effect road surfaces on the acceleration rate of cars. The group hypothesized that rougher surfaces would help cars to accelerate more quickly. Three identical VW Beetles were selected for the race. The cars where then set on the following surfaces: (a) Car A – on a rubber track; (b) Car B – on a gravel road; (c) Car C – on a concrete road. The cars were all driven by the same driver along straight stretches of pre-marked surfaces. At the end of 15 trials on each surfaces the group recorded the average acceleration rate of the cars in meters/second2. Other drivers conducted the same experiment at the same time. The following is a list of the major components of experimental design. Give an example of each component using the experiment above. Independent Variable: the variable that is purposefully changed by the experimenter; graphed on x-axis.
Dependent Variable: the variable that responds; graphed on y-axis.
Hypothesis: testable explanation about the relationship between the variables.
Constants: all factors that remain the same and have a fixed value.
Control: the standard for comparing experimental effects.
Repeated Trials: repeatedly conducting the same experiment by following the same procedure under the same conditions.
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SCIENTIFIC METHOD FILL IN THE BLANK NOTES – 1 What is the The ____________________________________ is a method of Scientific Method? answering scientific questions. 1. 2. 3. What are the steps of the Scientific Method? 4. 5.
What is a Hypothesis?
6. A hypothesis is an ____________________________________________. Independent variable (IV) is ____________________________________________________
What is an Independent Variable?
____________________________________________________ ____________________________________________________ (_____________ axis on graph) Dependent variable (DV) is ____________________________________________________
What is a Dependent Variable?
____________________________________________________ ____________________________________________________ (_____________ axis on graph)
What is the proper way to phrase a hypothesis? Page | 27
SCIENTIFIC CONCEPTS PRACTICE I. Identify each of the following observations as qualitative or quantitative. ______________________________White light is a combination of all frequencies. ______________________________The cart accelerated at 3 m/s2. ______________________________The mass of the block is one kilogram. ______________________________The surface of the ramp is smooth.
II. Read each statement or experiment and identify the independent and dependent variables. Sunflowers grow faster if watered daily.
IV: DV: Eating a diet low in fat can help lower cholesterol. IV: DV: Does adding more weight to a rolling car make it move faster? IV:
DV: Black objects heat faster in sunlight. IV:
DV:
III. What is likely being misunderstood by a person who says “But that’s only a scientific theory”? Explain your answer using at least 3 complete sentences.
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SCIENTIFIC METHOD FILL IN THE BLANK NOTES – 2 What are some guidelines for creating scientific graphs?
What is a constant?
____________________ is the standard that is used to compare to the ____________________ group.
What is an experimental group?
_______________________________________________________ _______________________________________________________ _______________________________________________________
What is data?
Data is the ______________ collected during the _______________ that is recorded in an organized fashion.
What is the difference between qualitative and quantitative data?
What is a theory?
A theory is _______________________________________________________ ______________________________________________________
What is a law?
A scientific law explains things but does not ____________________
SUMMARY:
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SCIENTIFIC GRAPHS PRACTICE The Effect of ___________________________ (IV) on________________________(DV)
Angle (degree)
Distance (meters)
15
82
30
141
40
161
45
163
50
162
60
140
70
83
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A launching device throws tennis balls different distances when it is set up at different angles from the ground. Use the data to the left to create a graph above.
OBSERVING AND INFERRING How is observing different from inferring? When you observe, you use one or more of your senses to perceive objects and events. You might see the movement of a fish, hear the cry of an osprey, or touch the skin of a salamander. It is critical for observers to describe exactly what they perceive and not what they think is happening.
Observation:
The fish moved three meters.
Inferences:
The fish is migrating. The fish is responding to light. The fish is searching for food.
The observation is an accurate description of what was actually perceived. The inferences are possible explanations that are based upon the observations made and upon careful consideration of the possible reasons for what was observed.
Observation:
Inference:
Observation:
Inference:
Observation:
Inference:
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VISUALIZING THE PROBLEM
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VISUALIZING THE PROBLEM Background: When many people encounter a problem they often fail to visualize the problem. This is because we have all been taught to look for the numbers, substitute them into a formula of some sort, and then do arithmetic. Often times the answer is wrong because what the problem was asking for and/or the situation of the problem was never fully understood. Directions: Your teacher will assign you two of the following problems. Visualize what is being described by drawing a simple sketch or diagram on the left-hand page. After the picture is completed then use logic to come to a solution. Math may or may not be required. • A train one kilometer long is traveling 60 kilometers per hour. The train enters a tunnel that is one kilometer long. How long will it take the train to travel through the tunnel? • A train left Chicago at 1:00 pm. A second train left New York at 3:00 pm. The train from Chicago traveled toward New York at 60 km/h. The train from New York traveled toward Chicago at 100 km/h. If the distance from Chicago to New York is 1300 km, which train was farthest from Chicago as they pass each other? • Two flies are placed in a jar. Each day the number of flies doubles. At the end of 15 days the jar is full. When was the jar half full? • A snail is at the bottom of a well that is 10 meters deep. It crawls upward 2 meters during each day, but it slides back down 1 meter each night. How long does it take the sail to reach the top of the well? • There are 10 books standing on a shelf in a library. Each book has 100 pages. A worm ate from the last page of the first book to page 100 of the last book. How many pages did the worm eat through? (Do not count the covers) • A boat is floating in a harbor. Over its side hangs a ladder. The distance from the top of the ladder to the water is 2m. The tide rises at a rate of 10 cm per hour. At the end of 6 hours how much of the ladder will remain above water? • Two trains run between Cleveland and Columbus. They run on tracks that are side by side all the way. Both trains leave Cleveland at the same time and get to Columbus at the same time. Yet one train makes the trip in 80 minutes while the other train makes the trip in one hour and 20 minutes. Explain how this is possible?
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WORKSHEET: WHO DID IT? Ace’s superior detective skills lead her to the Bronco Ranch in search of a fortune of stolen diamonds that was believed to be hidden there. Her investigation told her that the thief had to be one of the four ranch-hands – Nelson, Edgar, Parham, or Goodwin. As Ace walked through the garden toward the house, she heard someone approaching. Quickly, she climbed a tree where she could hide and still see part of the garden. She saw the shadow of a man as he stood out of direct view, but she noticed that his shadow extended from a rose bush to the edge of the sidewalk. The man bent down, dug up a small pouch, and ran into the house. Ace climbed down from her hiding place, pulled out her tape measure, and measured the distance from the rose bush to the edge of the walk. Then she measured the height of several objects and the lengths of their shadows. Always prepared, Ace went back to her car, got out graph paper, ruler, and pencil, and made a graph. Then she went into the house, measured the heights of the four suspects, and made an arrest. Take a look at Ace’s notes, make your own graph, and solve the mystery.
Who did it?
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METRIC AWARENESS QUIZ 1. A bathing suit made of 1 dm2 would be ... a. decent. b. indecent. 2. A person who is 2.2m tall would be better suited to be ... a. a school patrol hall monitor b. a center for the Atlanta Hawks c. one of the kids in the movie, “Honey, I Shrunk the Kids” 3. A sphere with a mass of 100 mg would be ... a. an English pea b. Cinderella’s carriage c. Babe Ruth’s baseball 4. A distance of 0.1 km would be a little longer than... a. the distance from Atlanta to Macon b. the length of a football field c. the length of a balance beam in gymnastics 5. If your nose is 20 cm long, you are probably ... a. UGa, the University of Georgia bulldog mascot b. Pinocchio 6. The month is January, and the temperature is 32 °C. The place is ... a. Boston b. Atlanta c. Tahiti 7. The temperature is 2o C and you are swimming. You are probably … a. penguin b. goldfish c. Amazon water snake 8. A rug of 200 m2 would best cover a. a living room floor b. Turner field in Atlanta c. tennis court 9. In a 40 L aquarium you would most likely put … a. Moby Dick b. the shark in “Jaws” c. pregnant guppy 10. If you were driving at a speed of 89 km/h you would probably be … a. racing at Atlanta International Speedway b. pulled over for speeding on an expressway c. plowing a cornfield d. driving at the speed limit on a country road 11. A popular drink with a volume of 1 dm3 would be a … a. liter bottle of cola b. gallon of iced tea c. small diet cola at your favorite hamburger joint 12. A kiss lasting 1 Ms would be … a. a quick peck on the cheek b. appropriate for a “second date” c. in the Guinness Book of World Records
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METRICS, GRAPHS, SIG FIG NOTES - 1 Why do we use the metric system?
It is a standard international measurement and is used because it is easier to _______________ between units.
What number is the _________ metric system based on? What is mass?
Mass measures _____________________________________________.
What is weight?
Weight measures _____________________________________________.
Do mass and weight depend on location?
________________ changes depending on location, but ________________ does not. Length: ___________
What are the standard units we’ll use in physics?
Mass: ___________ Time: ___________ Weight: ___________ The units above are called ______________________________________.
What are “fundamental units” and “derived units”?
Other units, such as m/s (meter per second), are called _______________________________________________ because they are based on the fundamental units.
What is the MKS system?
MKS is the system of units based on measuring lengths in ___________, mass in ___________, and time ___________. MKS is generally used in engineering and beginning physics
What is extrapolating?
Extrapolation is an _____________________ of a value based on extending a known sequence of values or facts ___________ the area that is known.
What is interpolating?
Interpolation is an ______________________ of a value within two ___________ values in a sequence of values.
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METRICS, GRAPHS, SIG FIG NOTES - 2 Direct proportion can be written as ___________________________ What does “directly proportional” mean?
When two things are directly proportional: As one increases the other _________________________. As one decreases the other _________________________. Inverse proportion can be written as ___________________________
What does “inversely proportional” mean?
When two things are inversely proportional: As one increases the other _________________________. As one decreases the other _________________________.
What is “accurate” data?
Accuracy is how close a measured value is to the ________________________________________
What is “precise” data?
Precision is how close the measured values are to ________________________________________
What are significant figures?
Significant figures give us an idea of how well (accurately and precisely!) data could be ________________________.
1. ALL non-zero numbers (1,2,3,4,5,6,7,8,9) are ______________________significant. 2. ALL __________________________ between non-zero numbers are ALWAYS significant. What are the rules for counting significant figures?
3. ALL zeroes which are ____________________________ to the right of the decimal point AND at the end of the number are ALWAYS significant. 4. ALL zeroes which are to the left of a written decimal point and are in a number > = 10 are ___________________________ significant.
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MORE METRIC PRACTICE Can you come up with a mnemonic device to help remember the metric system?
LENGTH: 1. What is the basic unit for length? ______________ 2. Circle the best unit for measuring each distance: a. Thickness of an eyelash: mm b. Length of a pencil: cm m
cm
m
km
3. Use a meter stick or metric ruler to find each measurement. a. Width of this page ____________ mm or ____________ cm b. Length of an unsharpened pencil _____________cm 4. Convert the following measurements: a. 34 mm = _______ cm b. 234 cm = _______ m
b. 3 km = _______ m d. 35 m = _______ m
MASS: 5. What is the basic unit for mass? ______________ 6. Circle the best unit for measuring each mass: a. Amount of spices in a batch of cookies: mg b. Your mass: mg g kg c. Mass of 10 pennies: mg g kg 7. Use a balance to find each measurement. a. Mass of an ink pen __________ g Page | 40
g
kg
b. Mass of textbook __________ g
MORE METRIC PRACTICE 8. Convert the following measurements: a. 16 mg = _______ g b. 12,345 g = _______ kg
b. 4.7 kg = _______ g d. 2 g = _______ mg
VOLUME: 9. What is the basic unit for volume? _______________ 10. Circle the best unit for measuring each volume: a. Amount of soda in 1 can:
mL
b. Water in a bathtub:
L
mL
L
11. Convert the following measurements: c. 160 mL = _______ L
b. 23 kL = _______ L
d. 456 cL = _______ mL
c. 120 mL = _______ cm3
TIME: 12. What is the basic unit for measuring time? _______________ 13. How many seconds are in: a. 1 minute? _______
b. 6 hours? _______
c. 2 days? _______
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SCIENTIFIC NOTATION GUIDED PRACTICE
If the exponent is ____________________________, move the decimal point to make the number ___________________________ If the exponent is ____________________________, move the decimal point to make the number ___________________________
1. 3.825 x 103 __________________________ 2. 6.3 x 104 _________________________ 3. 2.3 x 10-2 ___________________
If the number is ____________________________, move the decimal point and make the exponent ___________________________ If the number is ____________________________, move the decimal point and make the exponent ___________________________
4. 45,700 __________________________ 5. 0.009 ______________________ 6. 23 _____________________
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SCIENTIFIC NOTATION NOTES What is scientific notation?
Scientific notation is a way to write very __________________ or very __________________ numbers more efficiently.
What is an example of a number written in scientific notation? What is the “base” of scientific notation?
Scientific notation is always written to the base of _________.
When writing a number in scientific notation, The decimal point is moved left to just after the first number. That where does the decimal first number must be at least ______, but less than _______. go? What does it mean if the decimal point is moved to the right?
Very _________ numbers are written by moving the decimal point to the right.
What does it mean if the decimal point is moved to the left?
Very _________ numbers are written by moving the decimal point to the right.
What does it mean if the exponent is negative?
If the exponent is negative, the number is very ____________. Negative exponents mean to ________________________ by 10.
What does it mean if the exponent is positive?
If the exponent is positive, the number is very ____________. Positive exponents mean to ________________________ by 10.
SUMMARY:
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MORE SCIENTIFIC NOTATION PRACTICE
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MORE SCIENTIFIC NOTATION PRACTICE
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SCIENTIFIC CONCEPTS STUDY GUIDE 1. The three basic quantities used in mechanics (the study of Physics) are_____________________, _________________________, and ___________________________.
2. Their units in the MKS system are _______________________, _______________________, and _______________________.
3. The units in #1 are called __________________________ units. They can be combined through calculations into ______________________ units. The unit for velocity in the MKS system is the m/s. It is an example of a _________________________ unit.
4. What is the difference between weight and mass?
5. Fill in the chart below keeping the same number of significant figures. Decimal Notation Scientific Notation # of Sig. Digits 3,600 2.10 x 10-4 0.0002040 6.003 x 101 7.0 x 106 6. _______________________________ refers to the closeness of a measurement to an accepted value. _____________________________ refers to the reproducibility of a measurement.
7. What is the difference between interpolation and extrapolation?
8. When graphing data, the ________________ variable is placed on the x-axis and the _________________ variable on the y-axis.
9. How do the graphs of direct and inverse proportions differ?
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SCIENTIFIC CONCEPTS STUDY GUIDE 10. How is a proportion changed into a mathematical equation for inverse proportionality and direct proportionality?
11. A formula used often in physics is K.E. = ½ mv2. If kinetic energy (K.E.) is held constant, mass (m) is ___________________________________ proportional to velocity squared (v2). If velocity is held constant, kinetic energy is ____________________________ proportional to mass.
12. A scientist fed identical plants with different masses of fertilizer and measured the growth of the plants each week. From the data, he constructed a graph. Indicate 5 errors in the graph.
13. Use the graph above (even though it has errors) to find the plant growth expected from the use of 3.0g of fertilizer.
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SCIENTIFIC CONCEPTS UNIT CONCEPT CARDS
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SCIENTIFIC CONCEPTS CONCEPT MAP
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SCIENTIFIC CONCEPTS BACK PAGE The terms I can clearly define are:
The California Dept. of Education Standards I have come to understand are: (Investigation)
A. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.
1.B. Identify and communicate sources of unavoidable experimental error.
1.F. Distinguish between hypothesis and theory as scientific terms.
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INTRO TO WAVES UNIT STUDENT DESIGN COVER PAGE
(see guidelines on page 19)
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INTRO TO WAVES UNIT FRONT PAGE AT THE END OF THIS UNIT, I WILL:
Be able to describe a pendulum. Be able to explain factors that affect wave speed. Understand the parts of a wave and their properties. Be able to distinguish between transverse and longitudinal waves.
ROOTS, PREFIXES AND SUFFIXES I WILL UNDERSTAND AND RECOGNIZE ARE:
trans-, construct, inter-, vibra, amp-, destruct
THE TERMS I WILL CLEARLY DEFINE ARE:
amplitude, constructive interference, crest, destructive interference, frequency, longitudinal wave, node, period, standing wave, transverse wave, trough, vibration, wave, wavelength
KEY QUANTITIES, VARIABLES, AND UNITS I WILL USE ARE:
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PARTS OF A WAVE
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INTRODUCTION TO VIBRATION AND WAVES NOTES
In the space below, use a ruler to draw two pendulums with different masses but the same period.
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INTRODUCTION TO VIBRATION AND WAVES NOTES What is a vibration?
A vibration is ___________________________________________________________ ___________________________________________________________ Vibrations are created by: ________________________________________________
What is a wave?
A wave is ___________________________________________________________ ___________________________________________________________
What are two examples of waves? What are two factors ___________________________________ that determine the ___________________________________ period of a pendulum?
What is a period? How is it measured? Kobe Brant is in a footrace with his toy poodle. Why must the poodle move her feet faster to keep up? Could you swing, in phase, with your 3year-old cousin on a swing set? Why or why not? Summary
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GRANDFATHER’S CLOCK LAB What characteristics of a pendulum determine its period, the time taken for one oscillation? Galileo timed the swinging of a chandelier in the cathedral at Pisa using his pulse as a clock. He discovered that the time it took to oscillate back and forth was the same regardless of its amplitude or the size of its swing. Mass is another quantity that does not affect the period of a pendulum. In this experiment, you will try to determine exactly how the length and period of a pendulum are related.
Procedure: 1. Set up a pendulum following your teacher’s directions. Make the length 65 cm. Measure its period three times by timing the oscillations with a stopwatch. Record the average period in the data table. 2. Shorten the pendulum by 5 cm. Measure it’s period as in step 1, and record the average period in the data table. 3. Complete the data table for the remaining pendulum lengths listed there. Measure the period as you did in step 1.
LENGTH (CM)
PERIOD (SEC)
______________ SQUARED
65 60 55 50 45 40 35 30 25 20 15 10
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GRANDFATHER’S CLOCK LAB 4. Create a graph of the period (Y-axis) and the length of the period (X-axis) on a separate piece of graph paper.
Often data points lie on a curve that is not a straight line. It is very difficult to determine the relationship between two variables from such a curve. It is virtually impossible to extrapolate accurately from a curve. Experimenters instead try to produce straight-line graphs by plotting appropriate functions (squares, cubes, etc) of the variables originally used on the horizontal and vertical axes. When they succeed in producing a straight line, they can more easily determine the relationship between variables. The simplest way to straighten out a curve is to see if one of the variables is proportional to the power of the other variable.
5. If your graph of period vs. length curves upward, perhaps period is proportional to the square of the length. If your graph curves downward, perhaps length is proportional to the square of the period. Use this information to calculate either the square of the length or period and write it in the data table. 6. Create a second graph of either length or period vs. _______________ squared (read step 6 to analyze your graph and determine what you should be plotting). 7. From your second graph, determine what length of pendulum has a period of exactly 2 seconds ____________________________ = predicted length
T HINGS
TO CONSIDER FOR YOUR LAB REPORT :
• Include both graphs you created with your lab report. • Are period and pendulum length directly proportional? How do you know? • Why did we have to create a second graph in order to answer the question in step #8? • Does mass affect the period of a pendulum? • What are ways that we could make this investigation more precise or accurate?
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PARTS OF A WAVE
Label the parts of a wave below:
CHECKING FOR UNDERSTANDING 1. What is the period of a pendulum that takes 3 seconds to make a complete back and forth vibration?
2. Which pendulum is longer: one with a 1-second period or one with a 1.5-second period?
3. Explain in a complete sentence how period and frequency are related.
4. What is the difference between a waves amplitude and wavelength?
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PARTS OF A WAVE NOTES What are the parts of a wave?
• crest: • trough: • midpoint: • amplitude: • wavelength:
What is frequency (f)?
Frequency is _____________________________________ ________________________________________________ • Measured in ________________ (Hz) • 1 Hertz = 1 cycle per second
How are frequency (f) and period (T) related?
Frequency = Period =
High frequency (f) = low period (T) Ex.
What causes waves and how do they transfer motion?
The source of all waves is ___________________________ Energy transferred by a vibrating source to a receiver is carried by a disturbance in the _____________________, not by _______________ moving from one place to another within the medium.
Summary:
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WAVE SPEED CALCULATIONS 1. What is the wavelength of a 340-Hz sound wave when the speed of sound in air is 340 m/s?
2. Calculate the speed of waves in water that are 0.4 m apart and have a frequency of 2 Hz.
3. The lowest frequency we can hear is about 20 Hz. Calculate the wavelength associated with this frequency for sound that travels at 340 m/s.
4. Calculate the speed of waves in a puddle that are 0.15 m apart and made by tapping the water surface twice each second.
5. Radio waves travel at a speed of 300,000,000 m/s or 3 x 108 m/s. Radio stations are measured in Mega-Hz, which are equal to 1,000,000 Hz (Station 95.5 = 95500000 Hz). Calculate the wavelength of your favorite radio station.
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WAVE SPEED NOTES What determines the speed of a wave?
The speed of a wave depends on ____________________ _______________________________________________
How are wavelength, frequency, and wave speed related?
Speed is _____________________________________ Wave speed = Since period = Wave speed = ______________ x ________________ OR v = _____ _____
Compare and contrast the two types of waves.
• Transverse wave:
• Longitudinal wave:
Quantity
Description
Unit
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WAVE CALCULATION PRACTICE
1. Calculate the wavelength of a wave if 5 complete waves occupy a length of 20 m.
2. Calculate the wavelength of a wave if 15 complete waves occupy a length of 90 m.
3. Calculate the wavelength of a wave if 5 complete waves occupy a length of 2 m.
4. Calculate the wavelength of a wave if 80 complete waves occupy a length of 20 cm.
5. Calculate the wavelength of a wave if a third of a complete wave has a length of 4 m.
6. Calculate the period of a wave if 5 complete waves are produced in 60 seconds.
7. Calculate the period of a wave if 8 complete waves are produced in 72 seconds.
8. Calculate the period of a wave if 4 complete waves are produced in 2 seconds.
9. Calculate the period of a wave if 180 complete waves are produced in 1 minute.
10. Calculate the period of a wave if 6000 complete waves are produced in 10 minutes.
11. Calculate the frequency of a wave that has 120 oscillations in 10 seconds.
12. Calculate the frequency of a wave that has 50 oscillations in 20 seconds.
13.Calculate the frequency of a wave that has 80 oscillations in 120 seconds. Page | 62
WAVE CALCULATION PRACTICE 14. Calculate the frequency of a wave that has 180 oscillations in 3 minutes.
15. Calculate the frequency of a wave that has 18 000 oscillations in 5 hours.
16. Calculate the frequency of a wave that has period 0.2 second.
17. Calculate the frequency of a wave that has period 0.025 second.
18. Calculate the frequency of a wave that has period 4 seconds.
19. Calculate the frequency of a wave that has period 2 milliseconds.
20. Calculate the frequency of a wave that has period 0.5 ms.
21. Calculate the period of a wave that has frequency 10 Hz.
22. Calculate the period of a wave that has frequency 500 Hz.
23. Calculate the period of a wave that has frequency 0.2 Hz.
24. Calculate the period of a wave that has frequency 10 kHz.
25. Calculate the period of a wave that has frequency 25 MHz.
26. How many complete waves are produced in 60 seconds by a wave of period 5 seconds? Page | 63
WAVE CALCULATION PRACTICE 27. How many complete waves are produced in 140 seconds by a wave of period 2 seconds?
28. How many complete waves are produced in 10 seconds by a wave of period 0.5 seconds?
29. How many complete waves are produced in 2 minutes by a wave of period 6 seconds?
30. How many complete waves are produced in 1 hour by a wave of period 0.02 seconds?
31. How many complete waves of wavelength 2 m are found over a distance of 10 m?
32. How many complete waves of wavelength 5 m are found over a distance of 600 m?
33. How many complete waves of wavelength 50 cm are found over a distance of 20 m?
34. How many complete waves of wavelength 3 m are found over a distance of 9 km?
35. How many complete waves of wavelength 4 mm are found over a distance of 6 m?
36. How many complete waves are produced in 1 second by a wave of frequency 600 Hz?
37. How many complete waves are produced in 40 seconds by a wave of frequency 5 Hz?
38. How many complete waves are produced in 120 seconds by a wave of frequency 50 Hz? Page | 64
WAVE CALCULATION PRACTICE 39. How many complete waves are produced in 5 minutes by a wave of frequency 6 Hz?
40. How many complete waves are produced in 2 hours by a wave of frequency 200 Hz?
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CONCEPT DEVELOPMENT 25-1
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CONCEPT DEVELOPMENT 25-1
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WAVE INTERACTION NOTES
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WAVE INTERACTIONS NOTES What is the difference between constructive and destructive interference?
Constructive interference: • _____________________________________________ • _____________________________________________ Destructive interference: • _____________________________________________ • _____________________________________________
What is a standing wave?
A wave in which parts of the wave ____________________ _______________________________________________
Standing waves are the result of ____________________ (original) waves and _______________ waves ________ _____________________________________________ What is the Doppler effect?
The Doppler effect is a _____________________________ _______________ due to: • ______________________________________________ • _____________________________________________
Summary:
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VIBRATIONS & WAVES STUDY GUIDE 1. The half the distance between the crest and trough of a wave is called its __________. A) velocity.
B) frequency.
D) amplitude.
E) period.
C) wavelength.
2. A wave created by pushing a slinky away from you is called a __________. A) standing wave.
B) transverse wave.
D) Doppler wave.
E) constructive wave.
C) longitudinal wave.
3. The amplitude of a particular wave is 5 meters. The crest to trough distance of the disturbance is __________. A) 5 m.
4.
B) 2 m.
C) 10 m.
If you double the period of a vibrating object, its frequency __________. A) halves.
B) is quartered.
C) doubles.
5. The period of an ocean wave is 20 seconds. What is the wave's frequency? A) 50 Hz
B) 1.0 Hz
C) 20 Hz
D) 0.5 Hz
E) 0.05 Hz
6. During two periods, the distance traveled by a wave is __________. A) one wavelength. C) two wavelengths.
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B) one-half wavelength.
VIBRATIONS & WAVES STUDY GUIDE 7. A floating bug is rocked by waves whose crests are 20 cm apart and whose speed is 5 cm/ s. What is the frequency of the waves?
8. As you are finishing the homework for Ms. Hunt’s physics class, you hear a very low sound with a frequency of 60 Hz coming from the kitchen. What is the wavelength of this wave, if the sound is traveling at 360 m/s?
9. An 8 ocean waves pass by the end of a pier each second. What is the frequency of the waves? What is the period?
10. Label the waves below as “transverse” or “longitudinal”.
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INTRO TO WAVES UNIT CONCEPT MAP
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INTRO TO WAVES CONCEPT CARDS
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INTRO TO WAVES UNIT BACK PAGE Terms I can clearly define are:
The California Dept. of Education Standards I have come to understand are:
2.Waves have characteristic properties that do not depend on the type of wave. As a basis for understanding this concept: Students know waves carry energy from one place to another. b. Students know how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes, and on the earth (seismic waves). c. Students know how to solve problems involving wavelength, frequency, and wave speed. Students know sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates. Page | 74
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