Physical Science: February 2009 Archives

The relationship between human input on a machine and the machine's output onto another object were introduced. Students were asked to identify the effort force, effort distance, resistance force, and resistance distance for three work scenarios.

Students were asked to take the GaDoE checkpoint test for Physical Science.

We finished defining the six simple machines by covering the inclined plane, the wedge, and the screw.
Students were asked to identify simple machines in drawings, and they were given a chart to fill in encompassing the sum of their knowledge of simple machines.
We will take a computer-based checkpoint test tomorrow.

Students drew and labeled the three classes of levers. We then measured and calculated the mechanical advantage of levers. The Wheel-and-Axle and the Pulley were also introduced, as well as their applications and their method of determining mechanical advantage.

PSGR 5.1 was reviewed.
We defined simple and compound machines, and the basis for mechanical advantage.
We began defining the Six Simple Machines, beginning with the lever.
The three classes of lever were described, defined, drawn, and several examples were given.

Students completed the Motion and Energy Test. Grades were surprisingly low. Recovery and scale options will be discussed on Monday, and the grades are entered into ParentConnect as of this afternoon.

Continuing work and power, students were asked to complete the following worksheet by Monday:
PSGR5.1.docx
With this worksheet to follow for Tuesday:

A fire drill ruined our attempt to take the Motion and Energy test. We began the next topic, the four-letter word that teenagers are afraid to utter:
WORK.
We defined work and power, and how machines help us accomplish work.

Students were reminded of the test this Thursday. We covered a short outline of test topics and worked through some example problems.

We solved the following problems from the book:

p. 102 # 1, 2, 3
p. 104 # 1, 2, 3, 4

We then used the equivalency of KE = PE to figure out...

p. 102 # 1 - how high did the baseball go?
p. 104 # 2 - how fast was the baseball going when it headed upwards?
p. 104 # 3 - how fast would the climber be going right before he hit if he slips and falls?

The concept of energy was covered, including its five common forms and the relationship between Kinetic Energy and Gravitational Potential Energy.

Students satisfactorily completed the worksheet:

PSif0029.bmp

Homework was reviewed, and the students completed the vocabulary checklist,
PSif0024.bmp, which introduced kinetic energy, the next class topic.

Students reviewed their answers (compared to mine) on the questions from Sections 3.1 and 3.2:
p. 74
# 2, 3, 4, 5, and show work on 6, 7
p. 82
# 2, 3, 5, and show work on 6, 7, 8 and draw 8

After these comparisons and my own exhortations, they worked on the Sec. Review for section 3.3, due tomorrow:
p. 88
# 2, 3, 4, 5
and show work on 6, 7