1 Weekly Focus: Reading for Comprehension Weekly Skill: Numeracy Skills in Science Lesson Summary: This week students will continue reading for comprehension with reading passages on speed, velocity, and acceleration. Then, students will use numeracy skills to work with formulas related to speed, velocity, and acceleration. Materials Needed: Comprehension Reading and Groups Presentations: Unit 2.15 Handout 1 Application of Numeracy Skills: Unit 2.15 Handout 2 Extra Work/Homework: Unit 2.15 Handout 3 Objectives: Students will be able to Gain a deeper understanding of motion, speed, velocity, and acceleration Understand numeracy skills with speed, velocity, and acceleration College and Career Readiness Standards: RI, RST, WHST, SL ACES Skills Addressed: EC, LS, ALS, CT, SM, N Notes: Please review and be familiar with classroom routine notes for: reading for fluency strategies (Routine 2), summarizing techniques (Routine 4), and self-management skills (Routine 1). The notes will help with making a smooth transition to each activity. GED 2014 Science Test Overview For Teachers and Students The GED Science Test will be 90 minutes long and include approximately 34 questions with a total score value of 40. The questions will have focus on three content areas: life science (~40%), physical science (~40%), and Earth and space science (~20%). Students may be asked to read, analyze, understand, and extract information from a scientific reading, a news brief, a diagram, graph, table, or other material with scientific data and concepts or ideas. The online test may consist of multiple choice, drop down menu, and fill-in-the-blank questions. There will also be a short answer portion (suggested 10 minutes) where students may have to summarize, find evidence (supporting details), and reason or make a conclusion from the information (data) presented. The work students are doing in class will help them with the GED Science Test. They are also learning skills that will help in many other areas of their lives. H. Turngren, Minnesota Literacy Council, 2014 p.1 GED Science Curriculum
2 Activities: Warm-Up: K-W-L Chart Time: 5-10 minutes As students enter the class, have the following written on the board or overhead What is the difference between speed and velocity? is a concept in Physical Science. What does it mean to you? Have students create a KWL chart on a piece of notebook paper (below). This helps to activate students prior knowledge by asking them what they already Know (column 1); students (collaborating as a classroom unit or within small groups) set goals specifying what they Want to learn (column 2); and after reading students discuss what they have Learned (column 3). Students apply higher-order thinking strategies which help them construct meaning from what they read and help them monitor their progress toward their goals. KWL Chart: K - What (else) do I KNOW? W - What do I WANT to know? L - What did I LEARN? Activity 1: Comprehension Reading & Group Presentations (Unit 2.15 Time: minutes Handout 1) 1) Put students into 3 groups labeled A, B, C. 2) Distribute the appropriate reading (Unit 2.15 Handout 1) pages to each group (A = Motion 2 pages, B = Speed & Velocity 2 pages, C = Acceleration 2 pages, and the last 1 page to all students (note taking section)). 3) Ask each group of students to read their assigned sections silently and then summarize and share their findings within their group. Explain how they are reading to become experts of the material and after discussing it in their groups, they will then share their knowledge from their section with the other groups. The other groups will take notes on the information presented. 4) Tell students when they are done reading silently, they should turn their papers over and discuss and summarize what their section is about to others in their group. They should also discuss how they would like to present the materials to the other groups. Explain that the other groups will have to take notes, or summarize the information presented in order to understand it fully. Students should be reminded they need to present the information and not read from it directly. 5) After groups have read and discussed their section in groups, each group will present their section of the reading to the whole class. The other groups will take notes of the material presented on last page of Unit 2.15 Handout 1. 6) If there is extra time or to challenge students, they can write a 3 5 sentence summary of all of the material presented, use Routine 4: Summarizing Techniques Handout. 7) While students are reading and discussing, circulate to the groups and discuss with students that when reading for comprehension, there are many strategies to use: read the title to predict what the reading is about; look at the words in bold and their definitions within the context of the reading; while reading remember to ask What is this all about? H. Turngren, Minnesota Literacy Council, 2014 p.2 GED Science Curriculum
3 8) Remind students that they need to have a good foundational knowledge of speed, velocity, and acceleration in order to answer some questions that may be on the GED 2014 test. Break: 10 minutes Activity 2: Solving Speed, Velocity, and Acceleration Problems (Unit Time: minutes 2.15 Handout 2) 1) Distribute the handout (Unit 2.15 Handout 2) to students. 2) Explain to students that they will need to refer back to their notes from the first activity in order to answer questions and solve problems related to speed, velocity, and acceleration. 3) Ask students if they are familiar with using the correct units in their answers. (i.e.: miles km meters seconds, etc.) 4) Work with the whole class on the first few problems to make sure students understand the previous activity s formulas and can use them with word problems. You may want to show the work on the whiteboard or overhead and even ask for volunteers to do the work. If students are shy to do the work, ask them to direct you on what to do. 5) After doing a few problems together, ask students to continue with the rest on their own. 6) Students may need to have calculators in order to do the work. If there are various math competencies in the class, ask students to work in pairs or table groups to help each other with the problems. 7) If there is extra time, students can present their answers to the whole class or you may want to review it with the class. 8) If some students finish early, ask them to write their own speed, velocity, or acceleration word problems on a separate sheet of paper. This can be used as a review with others or as extra work/homework. Wrap-Up: Summarize Time: 5 minutes Have students turn to a partner (or write in their journals) about what they have learned today about speed, velocity, and acceleration. Have students refer back to the K-W-L chart and fill in the L portion. They may want to discuss some of the areas that they would like to do further study on in the future. Their summary may include any wonderings they have about the subject. Note: Use Routine 4 Handout Extra Work/Homework: Unit 2.15 Handout 3 Time: 20 minutes outside of class Students can read and answer questions from the Unit 2.15 handout 3 (3 pages total) It is a way to review concepts from earlier lessons (Unit 2.13 & 2.14 light & energy) Differentiated Instruction/ELL Accommodation Suggestions If some student groups finish early, they can turn their paper over and summarize their section of the presentations. (Unit 2.15 Handout 1) Activity Activity 1 H. Turngren, Minnesota Literacy Council, 2014 p.3 GED Science Curriculum
4 There may be some new math ideas and concepts for students. Please make sure they are comfortable with the work requested of them. If needed, have students work in groups. (Unit 2.15 Handout 2) Activity 2 Online Resources: Online Interactive Resources: If students have Internet connection, they should try to use the online virtual car: velocity and acceleration from PBS Learning Media: Students can also view other aspects of motion, velocity, and acceleration with relationship to NFL Football. This has a video that may help grasp the concepts in a different context. Suggested Teacher Readings: GED Testing Service GED Science Item Sample (to get an idea of what the test may be like) Assessment Guide for Educators: A guide to the 2014 assessment content from GED Testing Service: Minnesota is getting ready for the 2014 GED test! website with updated information on the professional development in Minnesota regarding the 2014 GED. ATLAS: ABE Teaching & Learning Advancement System: 2014 GED Classroom: Science: Minnesota s state-wide website for resources for the science module H. Turngren, Minnesota Literacy Council, 2014 p.4 GED Science Curriculum
5 Unit 2.15 Handout 1 (7 total pages) GROUP A (page 1 of 2) Motion Background for all groups: Relative Motion, Speed, Velocity and Acceleration Groups will present information about relative motion, speed, velocity, and acceleration. Take notes on the page provided about each area in order to gain a better understanding of each concept in physical science. An object is in motion when it is continuously changing its position relative to a reference point and as observed by a person or detection device. For example, you can see that an automobile is moving with respect to the ground. The distance the object goes in a period of time is its speed. If the speed of an object is in a specific direction, it is called velocity. The change in velocity over a period of time is the acceleration of the object. Some questions you will need to answer at the end of the group presentations are: Why must motion be with respect to the observer? What is the difference between speed and velocity? Where is acceleration used? This lesson will answer those questions. Motion All motion is relative to the observer or to some fixed object. Motion can be described as a measure of the distance an object moves in a certain length of time. Example with bus and car For example, when you see a bus drive by, it is moving with respect to you. However, if you are in a car that is moving in the same direction, the bus will be moving at a different velocity with respect to you. If your car is moving in the same direction and same speed as the bus, the bus will appear to not move with respect to you. Of course, if you compare the speed with the ground, both of you will be moving at some velocity. H. Turngren, Minnesota Literacy Council, 2014 p.5 GED Science Curriculum
6 GROUP A (page 2 of 2) Motion Suppose you saw a person walking to the front of the moving bus. The person would be moving faster than the bus from your viewpoint. However, the person would not notice the speed of the bus while he walks to the front. Point of reference In talking about motion, it is important to indicate your point of reference. In the case of moving automobiles, it is usually assumed the speed is with respect to the ground. But there are situations where the speed or velocity may be with respect to another object or an observer. For example, suppose a car was traveling at 60 miles per hour (mph) and hit another car, but there was hardly a dent. The reason could be that the second car was traveling in the same direction at 59 mph, so the car was going only 1 mph with respect to the second car when it hit it. Sun looks like it is moving in the sky Another example of relative motion is how the sun appears to move across the sky, when the earth is actually spinning and causing that apparent motion. Usually, we consider motion with respect to the ground or the Earth. Within the Universe there is no real fixed point. The basis for Einstein's Theory of Relativity is that all motion is relative to what you define as a fixed point. Notes: H. Turngren, Minnesota Literacy Council, 2014 p.6 GED Science Curriculum
7 GROUP B (page 1 of 2) Speed and Velocity Background for all groups: Relative Motion, Speed, Velocity and Acceleration Groups will present information about relative motion, speed, velocity, and acceleration. Take notes on the page provided about each area in order to gain a better understanding of each concept in physical science. An object is in motion when it is continuously changing its position relative to a reference point and as observed by a person or detection device. For example, you can see that an automobile is moving with respect to the ground. The distance the object goes in a period of time is its speed. If the speed of an object is in a specific direction, it is called velocity. The change in velocity over a period of time is the acceleration of the object. Some questions you will need to answer at the end of the group presentations are: Why must motion be with respect to the observer? What is the difference between speed and velocity? Where is acceleration used? This lesson will answer those questions. Speed and Velocity Speed is how fast an object is going with respect to an object. Velocity is a measure of the speed in a given direction. An object s velocity can be constant or changing. An object might move without changing its speed or its direction. That object s velocity is constant. Velocity changes when an object changes speed, or direction, or both. You can say the top speed of an airplane is 300 kilometers per hour (kph). But its velocity is 300 kph in a northeast direction. We distinguish between speed and velocity because if you add the speeds of objects, their directions are important. For example, the velocity of an airplane with respect to the ground would vary according to the direction of the wind. H. Turngren, Minnesota Literacy Council, 2014 p.7 GED Science Curriculum
8 GROUP B (page 2 of 2) Speed and Velocity Measurement To measure speed you use units of length and time. These are measure such as kilometers per hour (km/h) or miles per hour (mi/h). The speed of a moving object may changes. Think of a jogger out on a morning run. The jogger s speed changes during his run. He runs faster on a level or flat path than he does when he runs uphill. He runs fastest downhill. When he stops, time continues to pass, but he is not moving. His speed is zero. Average speed is the total distance traveled dived by the total time it takes to go that distance. You can use a formula to figure average speed. You probably have used the formula in the past. For GED Science 2014 purposes, the formula to remember is: Speed = distance time For example, if a car went 120 miles in 2 hours, its average speed would be the distance of 120 miles divided by the time of 2 hours equaling 60 miles per hour (mph): 60 = You can use a variation of the formula to calculate time. (time = distance speed) If you travel from Milwaukee to Chicago (90 miles) at an average velocity of 60 mph, it would take you 90 mi. 60 mph = 1.5 hours to travel the distance. A different way to use the formula is to calculate the distance, distance = time x speed. If you travel from Minneapolis to Chicago at 65 mph for 7 hours, you can calculate the distance traveled. 65 x 7 = 455 Notes: H. Turngren, Minnesota Literacy Council, 2014 p.8 GED Science Curriculum
9 GROUP C (page 1 of 2) Acceleration Relative Motion, Speed, Velocity and Acceleration Groups will present information about relative motion, speed, velocity, and acceleration. Take notes on the page provided about each area in order to gain a better understanding of each concept in physical science. An object is in motion when it is continuously changing its position relative to a reference point and as observed by a person or detection device. For example, you can see that an automobile is moving with respect to the ground. The distance the object goes in a period of time is its speed. If the speed of an object is in a specific direction, it is called velocity. The change in velocity over a period of time is the acceleration of the object. Some questions you will need to answer at the end of the group presentations are: Why must motion be with respect to the observer? What is the difference between speed and velocity? Where is acceleration used? This lesson will answer those questions. Acceleration Acceleration happens when speed, or direction, or both change. Acceleration is the increase of velocity over a period of time, but it can also be a change in direction. Speeding up is acceleration and slowing down is deceleration. When you start running or jogging, you accelerate (increase your velocity) until you reach a constant speed. A small acceleration tells you that the velocity is changing slowly. A large acceleration tells you that the velocity is changing quickly. Measurement To measure acceleration, you use units of velocity (v) and time (t) in a formula. However, you have to know both the ending and beginning velocities for the formula. Suppose the velocity of a car increased from 50 km/h to 80 km h in 5 seconds as it gets on the highway. What is the average acceleration of the car? H. Turngren, Minnesota Literacy Council, 2014 p.9 GED Science Curriculum
10 GROUP C (page 2 of 2) Acceleration First find the change in velocity. The change in velocity is the difference between the ending velocity (v2) and the beginning velocity (v1). Then divide this difference by the time (t) that had passed. Below is the formula for acceleration: where : a = (v2 v1)/(t) v2 v1 is the end velocity minus the beginning velocity t is the measured time period between the two velocities a (acceleration) = (v2 (80 km/h) v1 (50km.h) ) / (t (5 sec) ) or: 6 km per second = 30 5 Often this formula is written as a = Δv/Δt, where Δ is the Greek letter delta and stands for difference. Another example is if an object speeds up from a velocity of 240 meters/second to 560 meters/second in a time period of 10 seconds, the acceleration is: a = (v2 v1)/(t) a = (v2 = v1 = 240) / t 10 = = = 32 m/s Notes: H. Turngren, Minnesota Literacy Council, 2014 p.10 GED Science Curriculum
11 All Groups (page 1 of 1) Relative Motion, Speed, Velocity and Acceleration Write notes from the group presentations from each area in the space below. Motion: Speed & Velocity: Acceleration: Summary Motion is change in position. All motion is relative to some fixed point or object. Speed is a measurement of that change in position over time. Velocity is speed in a given direction. Acceleration is the increase in speed or velocity over a period of time. Deceleration is the decrease of speed or velocity over time. Information used with permission from: by Ron Kurtus (revised 28 October 2007) H. Turngren, Minnesota Literacy Council, 2014 p.11 GED Science Curriculum
12 Unit 2.15 Handout 2 (4 pages total) Problem Solving Solve the following problems. To solve each, write the equation that will be used. Work out the problem by replacing the words in the equation with the number values from the word problem. Finish by solving for the answer. Be sure to give answer with correct units. Average Speed Use the following equation to calculate speed, you may have to modify the equation to solve problems. Average Speed = Total Distance Total Time Examples: 1. A plane travels 1000 miles in 5 hours. What is the plane s average speed? s=d/t s=1000 miles/ 5hours 200 miles per hour 2. A plane travels 550 miles/hour in 4 hours. How far did the plane travel? d=s x t d=550 miles/hour x 4 hours 2200 miles 3. A girl on a bicycle rides down a hill 500 meters long in 50 seconds. What is the girl s speed? 4. A car moving at a uniform speed travels 32 miles in 0.5 hours. What is the speed of the car? Express your answer in miles per hour. 5. If a marathon runner runs an average speed of 11 miles/hour for three hours. How far did the runner run in in the three hours? H. Turngren, Minnesota Literacy Council, 2014 p.12 GED Science Curriculum
13 Velocity Velocity is the speed of an object in a particular direction. Velocity changes as speed or direction changes. Below calculate velocity. Be sure to include the final direction traveled. Example: 6. A plane travels 500 miles east and lands in Arizona. Then the plane travels another 500 miles east and lands in California. The entire trip was completed in 5 hours. What is the average velocity of the plane? velocity=distance/time v=500mi +500mi 200 miles/hour east 5 7. A girl on a bicycle rides down a hill 600 meters. Then the girl rides up the hill 100 meters and falls off her bicycle. The entire bicycle trip lasted 50 seconds. What is the average velocity of the girl? Acceleration Use the following equation to calculate acceleration and include a reference direction (direction traveled). Acceleration = Example: final velocity starting velocity time it takes to change velocity 8. A runner accelerates from a velocity of 5 miles/hour east until reaching a velocity of 10 miles/hour east in 20 seconds. What was the runner s acceleration? Use above equation. a=10 mi/hr 5 mi/hr.25 mi/hr/s east 20s H. Turngren, Minnesota Literacy Council, 2014 p.13 GED Science Curriculum
14 9. A car traveling at 45 km/hr south passes another car accelerating to 60 km/hr south in 5 seconds. What was the car s acceleration? 10. At point A, a runner is jogging at 3 m/s. Forty seconds later; at point B, the jogger s velocity is only 1 m/s. What is the jogger s acceleration from point A to point B? (note: jogger is decelerating) Extra work: 11. Write your speed problem below and have a classmate solve it. 12. Write your distance problem below and have a classmate solve it. H. Turngren, Minnesota Literacy Council, 2014 p.14 GED Science Curriculum
16 Unit 2.15 Handout 2 Examples: Teacher Answer Key 1. A plane travels 1000 miles in 5 hours. What is the plane s average speed? s=d/t s=1000 miles/ 5hours 200 miles per hour 2. A plane travels 550 miles/hour in 4 hours. How far did the plane travel? d=s x t d=550 miles/hour x 4 hours 2200 miles 3. A girl on a bicycle rides down a hill 500 meters long in 50 seconds. What is the girl s speed? s=d/t s=500 meters/ 50 seconds 10 meters per second 4. A car moving at a uniform speed travels 32 miles in 0.5 hours. What is the speed of the car? Express your answer in miles per hour. s=d/t s=32 miles/.5 seconds 16 miles per hour 5. If a marathon runner runs an average speed of 11 miles/hour for three hours. How far did the runner run in in the three hours? d=s x t d=11 miles/hour x 3 hours 33 miles H. Turngren, Minnesota Literacy Council, 2014 p.16 GED Science Curriculum
17 Velocity Velocity is the speed of an object in a particular direction. Velocity changes as speed or direction changes. Below calculate velocity. Be sure to include the final direction traveled. Example: 6. A plane travels 500 miles east and lands in Arizona. Then the plane travels another 500 miles east and lands in California. The entire trip was completed in 5 hours. What is the average velocity of the plane? Velocity = distance/time v=500mi +500mi 200 miles/hour east 5 7. A girl on a bicycle rides down a hill 600 meters. Then the girl rides up the hill 100 meters and falls off her bicycle. The entire bicycle trip lasted 50 seconds. What is the average velocity of the girl? Velocity = distance/time v=600m-100m 10 m/s down Acceleration 50 s Use the following equation to calculate acceleration and include a reference direction (direction traveled). Acceleration = Example: final velocity starting velocity time it takes to change velocity 8. A runner accelerates from a velocity of 5 miles/hour east until reaching a velocity of 10 miles/hour east in 20 seconds. What was the runner s acceleration? Use above equation. a=10 mi/hr 5 mi/hr.25 mi/hr/s east 20s H. Turngren, Minnesota Literacy Council, 2014 p.17 GED Science Curriculum
18 9. A car traveling at 45 km/hr south passes another car accelerating to 60 km/hr south in 5 seconds. What was the car s acceleration? Use above equation. a= 60km/hr 45 km/hr 3km/hr/s south 5 s 10. At point A, a runner is jogging at 3 m/s. Forty seconds later; at point B, the jogger s velocity is only 1 m/s. What is the jogger s acceleration from point A to point B? (note: jogger is decelerating) Use above equation. a= 1m/s 3 m/s -0.5 m/s/s 40s (any direction) The jogger is decelerating so the answer is negative. Page kilometers per hour kilometers per hour miles per hour miles per hour kilometers per hour miles per hour kilometers per hour miles per hour H. Turngren, Minnesota Literacy Council, 2014 p.18 GED Science Curriculum
19 Unit 2.15 Handout 3 (3 pages total) Name: H. Turngren, Minnesota Literacy Council, 2014 p.19 GED Science Curriculum
22 Unit 2.15 Handout 3 Page 1 A. 1. strontium and sodium 2. strontium and copper 3. copper Teacher Answer Key B. Answers may vary, suggested answer: Due to differences in their atomic structures, each metal emits a different amount of radiant energy when it burns Page 2 A. Radiant energy: colored light Thermal energy: heat Sound energy: shock wave B. Answers may vary, suggested answer: A light wave moves through empty space and a sound wave moves only through matter. Light waves and electromagnetic radiation, and sound waves are vibrations Page 3 A. 1. Shockwave 2. Spectrum 3. manifestations 4. cylindrical 5. mixture B. 1. Chemical energy 2. Mechanical energy C. Answers may vary, suggested answer: When a firework is lit, its chemical energy is transformed into thermal energy, which converts to mechanical energy to launch the firework. The chemical energy in the pellets then transforms into radiant energy as colored light, and sound energy in the form of a shock wave. H. Turngren, Minnesota Literacy Council, 2014 p.22 GED Science Curriculum
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OA3-10 Patterns in Addition Tables Pages 60 63 Standards: 3.OA.D.9 Goals: Students will identify and describe various patterns in addition tables. Prior Knowledge Required: Can add two numbers within 20
Welcome back to Physics 211 Today s agenda: Rotations What s on the exam? Relative motion Physics 211 Spring 2014 Lecture 04-1 1 ask a physicist Why are neutrinos faster than light (photons)? I thought
Title ID Number Sequence and Duration Age Level Essential Question Learning Objectives Lesson Activity Barbie Bungee (75-80 minutes) MS-M-A1 Lead In (15-20 minutes) Activity (45-50 minutes) Closure (10
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)
The Middle School Math Project In A Heartbeat (Algebra) Objective Students will apply their knowledge of scatter plots to discover the correlation between heartbeats per minute before and after aerobic
Section 15.1 and Its Forms (pages 446 452) This section describes how energy and work are related. It defines kinetic energy and potential energy, and gives examples for calculating these forms of energy.
FORMS OF ENERGY LESSON PLAN 2.7 Heat Energy This lesson is designed for 3rd 5th grade students in a variety of school settings (public, private, STEM schools, and home schools) in the seven states served
Mathematics: Algebra Dangerous Weather SUMMARY Students investigate safe driving speeds. They derive equations for reaction distance, braking distance, and stopping distance. They graph stopping distance
Astronomy 110 Homework #04 Assigned: 02/06/2007 Due: 02/13/2007 Name: Directions: Listed below are twenty (20) multiple-choice questions based on the material covered by the lectures this past week. Choose
Unit/Lesson Plan Title: Roller Coaster Potential or Kinetic??? Primary Subject: Science/Physics Integrated Subjects: Technology, Reading and Math Grade Level: 7th grade Length of Unit/Lesson: 2 weeks Research
Rubber Band Race Car Physical Science Unit Using LEGO Mindstorms NXT Copyright 2009 by Technically Learning 1 of 17 Overview: Through a series of hands-on activities, students will design a rubber band
Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
Energy and Energy Transformations Test Review Completion: 1. Mass 13. Kinetic 2. Four 14. thermal 3. Kinetic 15. Thermal energy (heat) 4. Electromagnetic/Radiant 16. Thermal energy (heat) 5. Thermal 17.
Inertia, Forces, and Acceleration: The Legacy of Sir Isaac Newton Position is a Vector Compare A A ball is 12 meters North of the Sun God to A A ball is 10 meters from here A vector has both a direction
Lesson 2: Thermometers & Temperature Scales 1 Lesson 2: Thermometers & Temperature Scales Content: Science and Math PLANNING PHASE Performance Objectives: 1. Students will be able to read a thermometer.
Ohio Standards Connection: Physical Science Benchmark D Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations
Acquisition Lesson Plan Concept: Linear Systems Author Name(s): High-School Delaware Math Cadre Committee Grade: Ninth Grade Time Frame: Two 45 minute periods Pre-requisite(s): Write algebraic expressions
Chapter 3 Practice Test Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Which of the following is a physical quantity that has both magnitude and direction?
BIRKBECK MATHS SUPPORT www.mathsupport.wordpress.com Measurements 1 In this section we will look at - Examples of everyday measurement - Some units we use to take measurements - Symbols for units and converting
PHYSICAL WORLD Heat & Energy GOD S DESIGN 4th Edition Debbie & Richard Lawrence God s Design for the Physical World is a complete physical science curriculum for grades 3 8. The books in this series are
Lesson Overview This lesson helps Girl Scouts learn about how electricity works within a simple circuit. Many vocabulary words must be introduced (located under things for the leader to know). This lesson
UNIT FM Developing Ideas ACTIVITY 6: Falling Objects Purpose and Key Question You developed your ideas about how the motion of an object is related to the forces acting on it using objects that move horizontally.
Newton s Laws Quiz Review Name Hour To be properly prepared for this quiz you should be able to do the following: 1) state each of Newton s three laws of motion 2) pick out examples of the three laws from
PHYS 117- Exam I Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. 1. Car A travels from milepost 343 to milepost 349 in 5 minutes. Car B travels
Topic: Stem and Leaf Diagrams S1 Topic 13 Level: Key Stage 3 Dimension: Data Handling Module: Organization and Representation of data Unit: Construction and Interpretation of Simple Diagrams and Graphs
PHY132 Experiment 1 One Dimensional Horizontal Motion Position vs. time Velocity vs. time One of the most effective methods of describing motion is to plot graphs of distance, velocity, and acceleration
Practice final for Basic Physics spring 2005 answers on the last page Name: Date: 1. A 12 ohm resistor and a 24 ohm resistor are connected in series in a circuit with a 6.0 volt battery. Assuming negligible
GRAPH MATCHING LAB MECH 6.COMP. From Physics with Computers, Vernier Software & Technology, 2000. Mathematics Teacher, September, 1994. INTRODUCTION One of the most effective methods of describing motion
Objectives: PS-7.1 Physical Science Study Guide Unit 7 Wave properties and behaviors, electromagnetic spectrum, Doppler Effect Illustrate ways that the energy of waves is transferred by interaction with
18 LESSON Motion of a Fan Car INTRODUCTION You will now begin the first of four lessons in which you will investigate the relationship of force, motion, and energy. In this lesson, you will study the motion
Preview of Period 2: Forms of Energy 2.1 Forms of Energy How are forms of energy defined? 2.2 Energy Conversions What happens when energy is converted from one form into another form? 2.3 Efficiency of
Chapter 2 One Dimensional Kinematics How would you describe the following motion? Ex: random 1-D path speeding up and slowing down In order to describe motion you need to describe the following properties.
FORMS OF ENERGY LESSON PLAN 2.1 Introduction to Forms of Energy This lesson is designed for 3rd 5th grade students in a variety of school settings (public, private, STEM schools, and home schools) in the