Find the average velocity of skytrain

 

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one section of fence can be used to help
estimate the displacement. 

Today we will walk  outside to measure the average velocity of skytrain.  FInd the length of one section of fence and then multiply that number  to establish an initial position and a final position .  

Take a video of skytrain and, using screenshots, label the di and the df .  Determine the displacement and the elapsed time.   

Calculate  average velocity = displacement/elapsed time 

1.  Draw a picture or cartoon which describes the motion of the train.  Label the fence, the train and the  section of the fence.

2.  Write down your data including the di, the df, the displacement and the elapsed time

3.  Calculate the velocity and show your work.  What is the average velocity in m/s ? 

4.  convert the velocity from metres per second to km per hour 

5. hand in your work on a piece of paper 

Evaluation: /20

18-20. Your data is organized in screenshots and drawings on a paper, a word document or jpeg format.  Your cartoon describes the motion.  Your work is organized and calculations are correct.  Your work is exceptional in communicating your data

14-17. Your data is organized in screenshots and drawings on a word document or jpeg format. Your cartoon describes the motion.  Your work is organized and calculations are correct.  Very well done

10-13. Your data is really good and you make a good start on the assignment.  It needs a little more drawing or picture documentation of the data that you are presenting

0-10. This is a good start but it is not complete 

Introduction to Motion

 Last week, we learned about the definition of the following words.  There is also a worksheet for 

which this is the answer key.   Go over your answers using this answer key.  You will be given credit for completing this worksheet 

Your vocab words are:

vector

motion

distance

displacement

We also took video of longboarding 

Make a one page summary poster of the following videos: 5 points each. 

Read this text summarizing what we are learning now. do these questions
http://www.physicsclassroom.com/class/1DKin/Lesson-1/Distance-and-Displacement

Speed vs Velocity
http://www.physicsclassroom.com/class/1DKin/Lesson-1/Speed-and-Velocity

finally, the meaning of the shape of the position time graph
http://www.physicsclassroom.com/class/1DKin/Lesson-3/The-Meaning-of-Shape-for-a-p-t-Graph

Watch this intro video on Kinematics 

 Now watch an example of the calculations for velocity 

Half life

 Today you will work on the concept of "Half Life"  and you will be given a worksheet.  If you missed the class, then this youtube video explains the same concepts that we went over in class.  The answer key is found here under 7.2 

How Hot is Our School?

PURPOSE:

Today is forecast to be a very hot day.  Our purpose in our experiment today is to take data on the temperature of our school by photographing calibrated thermometers

Procedure:

1. Write a hypothesis on the areas of the school which are predicted to be hotter than other areas.  What factors contribute to heat gain in these areas?   Which areas are predicted to be cooler areas?  Measure both outdoor and indoor areas.  For example, if you are outdoors, sample areas of shade, north, south, east west exposure, on concrete or on grass.  If you are indoors, sample areas with windows or blinds open, closed, sample different floors, occupancy, etc.

2.   Quantitative data: Decide on 10 areas of the school to sample. Photograph your thermometer and note the time and location.   

3. Qualitative data:  Besides observing the temperature, time and location, note how you feel in the area.  Does the location feel like a hotspot? Is it comfortable?  Is it uncomfortable?

Results:

Create a powerpoint to record the photograph of your thermometer and note the location and time and your qualitative observations. 

Conclusion:

1. Was your hypothesis correct? 

2. What areas of the school had the highest temperatures and lowest temperatures?  

3. What factors influenced the temperatures in these locations?

4.  What areas of the school can be repurposed as an in school cooling area?  

Calculating Einstein's Equation

  In the nuclear reaction shown, a neutron (moving with negligible kinetic energy) hits a Uranium-235 nucleus. The resulting unstable nucleus  undergoes fission into Krypton-92, Barium-141, and three neutrons.

Data:
Uranium-235 mass: 390.300x10^-27 kg
Krypton-92 mass: 152.647x10^-27 kg
Barium-141 mass: 233.994x10^-27 kg
Neutron mass: 1.675x10^-27 kg

a) What is the total mass of the pieces going into the reaction?
b) What is the total mass of the pieces coming out of the reaction?

Calculate the mass difference 

Now plug in the difference into Einstein's equation

Fusion and Fission

 Here are the Fusion and Fission notes 

I gave you a worksheet called 7.3 Nuclear Reactions, the answer key to that is here

There is also the Radioactive unit exam study guide  and Answer key 

Here is the powerpoint on the nuclear bomb

introduction to Nuclear Fission and Fusion

Watch these two introductory videos on Fission and Fusion.  The Teacher will review the worksheet on Fission and Fusion and go over examples. You can practice these questions.