SQ Page 183 to 184, assignments Feb' 4

1
Plan for todays class

• S/Q Page 1-83 to 1-84, assignments (Feb. 4)
• S1- group 2, S2- group 4, S3-group 6,
  S4-group 7,
• Diagram, group 1, Narrative (verbal report)-
  group 3.
• 2. S/Q Page 1-89 to 1-90 (HW assignment)
• 3. Work on activity 6
• 4. S/Q Page 1-104 to 1-105
• 5. S/Q Page 1-110
• 6. Work on activity 7
• Important announcement Quiz 1 will be on Feb.
  11 (W).
• A practice quiz will be posted on the class
  web-site soon.

2
Wednesday (Jan. 28) Several groups finished the
assignments about 40 minutes before the end of
the class period. Any students in these groups
felt being rushed to get done quickly?

Several groups finished a few minutes
just before the end of the class period. Any
student in these group felt being dragged by the
other group members?
3
Plan for todays class

• S/Q Page 1-83 to 1-84, assignments (Feb. 4)
• S1- group 2, S2- group 4, S3-group 6,
  S4-group 7,
• Diagram, group 1, Narrative (verbal report)-
  group 3.
• 2. S/Q Page 1-89 to 1-90 (HW assignment)
• 3. Work on activity 6
• 4. S/Q Page 1-104 to 1-105
• 5. S/Q Page 1-110
• 6. Work on activity 7
• Important announcement Quiz 1 will be on Feb.
  11 (W).
• A practice quiz will be posted on the class
  web-site soon.

4

• Summarizing Questions 1-83
• In what way(s) are the heat-conduction
• and infrared interaction similar?
• In what way(s) are they different? (2)

2. Invent an example of a heat-conduction
interaction or an IR interaction different
from the ones discussed in the
activity. Draw the S/R energy diagram to describe
the interaction. (4)
5
3. If two objects are at the same temperature,
can heat energy be transferred from one to the
other? Why? (6)
4. Warm sodas in a cooler full of ice.
Scientific explanation. Why a can of soda cools
down when in contact with the ice? (7)
6
Energy diagram (1)
Narrative Verbal report (3)
7
Summarizing Questions, page1-89 to
1-90 Assignment S1-5, S2-6,
S3A-7, S3B-1, S3C-2, S3D-3 S1 Whenever
an object starts to move, assuming the
affects of friction are not negligible,
what will happen to its thermal energy?
Why does this happen? (5)
8
S2 At the end of Activity 4 you completed an
S/R diagram for the interaction in which a cart
(with friction pad lowered and rubbing on
the track) slowed down gradually as it
moved along the track. However, at that
point you had not investigated the other
interactions that accompany the heating
associated with the effects of friction. Complete
the S/R diagram It describes all the
interactions that the cart is involved in
as it moves along the track (after the initial
push). (6)
9
Interactions
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S3 Consider the following situations to be
explained. For each one, start whether you would
consider the effects of friction to be
negligible and briefly justify your choice. (You
do not need to construct the explanations
themselves!)
A. Why does the low friction cart slow down
quickly when it runs into the rubberband?
(7)
B. Why does the wood block start to move
while it is given a push across the tabletop?
(1)
C. Why does the wood block stop almost
immediately after it is given a push across
the tabletop? (2)
D. Why does the hockey puck speed up when
the player is hitting it with his stick? (3)
11
Plan for todays class

• S/Q Page 1-83 to 1-84, assignments (Feb. 4)
• S1- group 2, S2- group 4, S3-group 6,
  S4-group 7,
• Diagram, group 1, Narrative (verbal report)-
  group 3.
• 2. S/Q Page 1-89 to 1-90 (HW assignment)
• 3. Work on activity 6
• Demonstration to replace the exploration 3
  (balloon,
• hot water)
• 4. S/Q Page 1-104 to 1-105
• 5. S/Q Page 1-110
• 6. Work on activity 7
• Important announcement Quiz 1 will be on Feb.
  11 (W).
• A practice quiz will be posted on the class
  web-site soon.

12
Plan for todays class

• S/Q Page 1-83 to 1-84, assignments (Feb. 4)
• S1- group 2, S2- group 4, S3-group 6,
  S4-group 7,
• Diagram, group 1, Narrative (verbal report)-
  group 3.
• 2. S/Q Page 1-89 to 1-90 (HW assignment)
• 3. Work on activity 6
• 4. S/Q Page 1-104 to 1-105
• 5. S/Q Page 1-110
• 6. Work on activity 7
• Important announcement Quiz 1 will be on Feb.
  11 (W).
• A practice quiz will be posted on the class
  web-site soon.

Activity 6 HW and Scientists idea due on Feb. 9
(Monday)
13
P_1-94
14
Plan for todays class

• S/Q Page 1-83 to 1-84, assignments (Feb. 4)
• S1- group 2, S2- group 4, S3-group 6,
  S4-group 7,
• Diagram, group 1, Narrative (verbal report)-
  group 3.
• 2. S/Q Page 1-89 to 1-90
• 3. Work on activity 6
• 4. S/Q Page 1-104 to 1-105
• 5. S/Q Page 1-110
• 6. Work on activity 7
• Important announcement Quiz 1 will be on Feb.
  11 (W).
• A practice quiz will be posted on the class
  web-site soon.

Activity 6 HW and Scientists idea due on Feb. 9
(Monday)
15
Summarizing Questions, page1-104 to
1-105 Assignment S1-4, S2-5, S3-6, S4-7,
S5-1 S1 What is the mathematical relationship
(equation) that relates the energy input,
energy output and energy changes for an
object involved in one or more
interactions? (4)
16
S2 Apart from being a mathematical tool,
the equation you developed in this activity
should tell you something about energy.
If a certain amount of energy (say 20 J) is
input to an object, what does this equation
tell us happens to that energy? Is some of the
energy lost, is extra energy gained or does
the equation imply something else? (5)
17
S3 What does the mathematical relationship
seem to tell us about energy and whether it can
be created or destroyed? Explain how
it tells you this. (6)
18
S4 An electric fan is often used to blow air.
When the fan is turned on, the blades start
to move and begin to push the air around
the room. Think about what energy
transfers and changes are involved when
this happens and complete the I/O energy
diagram below for an electric fan just
after it is turned on. (Note that this is a
slightly simplified picture of what happens
when a fan is turned on. You will examine
the fan again in Chapter 5.) (7)
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(7)
20
S5 For the fan described in the previous
question, fill in the blank spaces in the
table below of energy types and determine
the numerical value for the energy output
(in units of kJ). Below the table, show how
you arrived at this value. (1)
21
Plan for todays class

• S/Q Page 1-83 to 1-84, assignments (Feb. 4)
• S1- group 2, S2- group 4, S3-group 6,
  S4-group 7,
• Diagram, group 1, Narrative (verbal report)-
  group 3.
• 2. S/Q Page 1-89 to 1-90
• 3. Work on activity 6
• 4. S/Q Page 1-104 to 1-105
• 5. S/Q Page 1-110
• 6. Work on activity 7
• Important announcement Quiz 1 will be on Feb.
  11 (W).
• A practice quiz will be posted on the class
  web-site soon.

Activity 6 HW and Scientists idea due on Feb. 9
(Monday)
22
Summarizing Questions, page1-110 S1 Is energy
conserved during a friction-type contact
interaction? What evidence supports your
answer? (2) S2 How is it possible for an
object (like the friction cart in this
activity) to have no energy input during an
interaction yet still have an energy output?
Use your ideas about conservation of energy
to explain your thinking.
(3)