Inertia Lab Make-up

Read the following information on Inertia. Once you have read the information, follow the link at the bottom to answer the inertia questions.


Newton’s Law of Inertia
In 1686, Sir Isaac Newton published his book Principia. In it, he described three laws that relate forces to the motion of objects. The three laws are commonly known as Newton’s laws of motion. Newton’s first law of motion is called the law of inertia and is as follows:
“An object at rest tends to stay at rest and an object in motion tends to stay in motion unless acted upon by a force”

Simply put, things tend to keep on doing what they’re already doing. Dishes on a table top, for example, are in a state of rest. They tend to remain at rest, as is evidenced if you snap a table cloth from beneath them. If an object is in a state of rest, it tends to remain at rest. Only a force will change that state. Now consider an object in motion. If you slide a hockey puck along the surface of a city street, the puck quite soon comes to rest. If you slide it along ice, it slides for a longer distance. This occurs because the friction force is very small on the ice. If you slide it along an air table where friction is practically absent, it slides with no apparent loss in speed. We see that in the absence of forces, a moving object tends to move in a straight line indefinitely. Toss an object from a space station located in the vacuum of outer space, and the object will move forever. It will move by virtue of its own inertia.

Mass – A measure of Inertia
Kick an empty tin can and it moves. Kick a can filled with sand, and it doesn’t move as much. Kick a tin can filled with solid lead, and you’ll hurt your foot. The lead-filled can has more inertia than the sand-filled can, which in turn has more inertia than the empty can. The can with the most matter has the greatest inertia. The amount of inertia an object has depends on its mass – that is, on the amount of material present in the object. The more mass an object has, the more force it takes to change its state of motion. Mass is a measure of the inertia of an object.

Mass is Not Volume
Many people confuse mass with volume. They think that if an object has a large mass, it must have a large volume. But volume is a measure of space and is measured in units such as cubic centimeters, cubic meters, or liters. Mass is measured in kilograms. (A liter of milk, juice, or soda – anything that is mainly water- has a mass of about one kilogram.) How many kilograms of matter are in a object, and how much space is taken up by that object, are two different things. Which has the greater mass – a feather pillow or a common automobile battery? Clearly the more difficult to set in motion is the battery. This is evidence of the battery’s greater inertia and hence greater mass. The pillow may be bigger – that is, it may have a larger volume – but it has less mass. Mass is different from volume.

Mass is Not Weight
Mass is most often confused with weight. We say something has a lot of matter if it is heavy. That’s because we are used to measuring the quantity of matter in an object by its gravitational attraction to the earth. But mass is more fundamental than weight; mass is a measure of the actual material in a body. It depends only on the number and kind of atoms that compose it. Weight is a measure of the gravitational force that acts on the material, and depends on where the object is located. The amount of material in a particular stone is the same whether the stone is located on the earth, on the moon, or in outer space. Hence, its mass is the same in any of these locations. This could be shown by shaking the stone back and forth. The same force would be required to shake the stone with the same rhythm whether the stone was on earth, on the moon, or in a force-free region of outer space. That’s because the inertia of the stone is solely a property of the stone and not its location.
But the weight of the stone would be very different o the earth and on the moon, and still different in outer space if the stone were away from strong sources of gravitation. On the surface of the moon the stone would have only one-sixth its weight on earth. This is because the force of gravitation is only on-sixth as strong on the moon as compared to on the earth. If the stone were in a gravity-free region of space, its weight would be zero. Its mass, on the other hand, would not be zero. Mass is different from weight.
We can define mass and weight as follows:

Mass: The quantity of matter in a body. More specifically, it is a measure of the inertia or “laziness” that a body exhibits in response to any effort made to start it, stop it, or change in any way its state of motion.

Weight: The force due to gravity upon a body.

Mass and weight are not the same thing, but they are proportional to each other. Objects with great masses have great weights. Objects with small masses have small weights. In the same location, twice as much mass weighs twice as much. Mass and weight are proportional to each other but not equal to each other. Mass has to do with the amount of matter in the object.
Weight has to do with how strongly that matter is attracted by the earth’s gravity.


Click on the following link to answer the inertia questions
Inertia Questions

Science

• Acceleration
• Exploring Distance vs. Time Graphs
• Emission Line Spectrums
• Messier Objects
• Online Telescope
• Inertia Lab Make-up
• Friction Lab Make-up
• Force Lab Make-up
• Energy Lab Make-up
• Momentum Lab Make-up

Times Table Practice

Quick Flash II: Use the computerized flashcards in QuickFlash II to practice the multiplication facts. Each time you get an answer correct, a green square is placed on the card. (Red if you get it wrong.)

Meteor Multiplication: Large meteors with multiplication problems in them move from all around the screen toward a large star station in the center of the screen. Answers to the problems are placed in the center of the star station, the station gun is aimed at the approaching meteor, and the gun is fired to disintegrate the meteor. If a meteor reaches the star station before disintegrated with the correct answer, the meteor hits the station and shatters. Answers are placed in the star station and gun moved and fired by designated keyboard keys. Hits and misses are recorded in the galaxy at the bottom of the screen.

Multiplication Practice: Practice your multiplication facts and feed the world!

Grand Prix Multiplication: A multi-player racing game for multiplication. Students race against each other to capture the Multiplication Cup! How quickly the student correctly answers the multiplication problem determines how quickly the race car will go. The student with the fastest rate of correct answers will win the race. Hits and misses are recorded and displayed at the end of the game, along with the student’s rate. 1-4 players can play at once.

Tug Team Tractor Multiplication: a multi-player tug game for multiplication. How quickly the student correctly answers the multiplication problem determines how much the tractor will tug. The team with the fastest rate of correct answers will win the tug of war. Hits and misses are recorded and displayed at the end of the game, along with the student’s rate. 1-8 players can play at once.

Drag Race Division: A multi-player racing game that allows students from anywhere in the world to race one another while practicing their division facts! How quickly the student correctly answers the multiplication problem determines how quickly the race car will go. The student with the fastest rate of correct answers will win the race. Hits and misses are recorded and displayed at the end of the game, along with the student’s rate. 1-4 players can play at once.

Acceleration: How fast how fast is changing.

We can change the state of motion of an object by changing its speed, direction, or both. Any of these changes is a change in velocity. Sometimes we are interested in how fast the velocity is changing. The rate at which the velocity is changing is called the acceleration. Another way to say it is acceleration is how fast the velocity is changing.

Acceleration = (change in velocity) / (change in time)

The key idea that defines acceleration is change. Whenever we change our state of motion, we are accelerating. If we speed up, we are accelerating. If we slow down, we are accelerating (this is often called deceleration, or negative acceleration). If we change directions we are accelerating. Acceleration is all about change. Just because something is moving, it doesn’t mean it is accelerating. Acceleration is a change in how fast it is moving.

Click on the following animation. After viewing it, click the back button to return to this page to continue.



Which car(s) are accelerating?

Which car(s) are not accelerating?

Which car undergoes the greatest acceleration?

What does this mean as far as the graph is concerned? Remember that when we graph distance vs. time, the slope is the velocity. If the velocity is constant, then the slope (steepness) stays the same. It the slope (steepness) is changing, that must mean the velocity is changing. If the velocity is changing, then the object is accelerating.

Look at the graph below.



Which line(s) shows no acceleration?

Which line(s) shows acceleration?

Which line(s) shows the greatest acceleration?

Exploring Distance vs. Time Graphs

Click on the link below to explore distance vs. time graphs.

distance vs. time

Use it to complete the handout.

Brain Games

Lure of the Labyrinth
Sign up, customize your avatar and then begin solving the problems to liberate the pets that are missing in the Tasti Pet Factory.

In Order
When the values disappear just click on them from lowest to highest. (You get less and less time to remember!)

Who Wants to be a Millionaire
Test your general math knowledge and make a million

Multiplication Game
Make four in a line using multiplication.

Factor Feeder
Eat factors of the given multiple. Avoid numbers that are not factors of the given multiple. Avoid Monsters. Left over Bonus Time is added to the Score at the end of each level.

Multiplication Eaters
Eat the multiplication expressions. Avoid the monsters.

Integer Tilt 2
Use the Arrow Keys to move the falling blocks. Drop the Integers on the correct side of the balance. Don't let the balance tilt too far by keeping the differences small between the integers on each side of the balance.

Fraction Eaters
Eat the equivalent fractions. Avoid the monsters.

Division Eaters
Eat the division expressions. Avoid the monsters.

Subtraction Eaters
Eat the subtraction expressions. Avoid the monsters.

Multiples Blaster
Blast the asteroids with the multiples of a given number

Decimal Place Eaters
Eat numbers with the given decimal place value

Raindrops
Raindrops is designed to improve processing speed through a numerical reasoning task. It emphasizes both speed and accuracy. Processing speed is important in a wide variety of cognitive functions.

Speed Match
Speed Match is designed to train and improve your processing speed and reaction time. This task focuses on improving processing speed, which is often considered a bottleneck for other cognitive functions.

Memory Math
Memory Matrix works your memory for shapes, spatial layouts and pattern recall. You must take a quick mental "snapshot" of the grid so you can select the correct squares.

Lost in Migration
Lost in Migration is designed to train and improve your cognitive control and reaction time. This task focuses on suppressing your automatic response to the stimuli.

Mind Impulse
Test your mental mettle with five sets of challenging puzzles. Try to solve the problems as quickly as possible, but miss too many and your score will suffer.

Text Twist
Word Game

Jig Words
Another Word Game

Simon Says
Memory game

Motion - Frames of Reference

The idea of relative motion plays a powerful role in astronomy. At every moment, Earth is turning on its axis at about 1,000 MPH (1,600 km/h) and hurtling along its orbital path around the Sun at the rate of 67,000 MPH (107,826 km/h.) The fastest any human being—that is, the astronauts taking part in the Apollo missions during the late 1960s—has traveled is about 30% of Earth's speed around the Sun.

Yet no one senses the speed of Earth's movement in the way that one senses the movement of a car—or indeed the way the astronauts perceived their speed, which was relative to the Moon and Earth. Of course, everyone experiences the results of Earth's movement—the change from night to day, the precession of the seasons—but no one experiences it directly. It is simply impossible, from the human frame of reference, to feel the movement of a body as large as Earth—not to mention larger progressions on the part of the Solar System and the universe.

• Go to the Frames of Reference web page.

• Play the introduction.

• Once you have completed the introduction, click on trials and fill out the handout while going through each trial.

Perspective Optical Illusions Lab

Photo 1

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Photo 5

Photo 6

Photo 7

Photo 8

Essay Grading Summary

Here is a summary of how to grade an essay. Scoring is from 1 to 9. You can also score essays in between two numbers. For example, if you feel that an essay is somewhere between a 5 and a 6 you can give it a 5/6.

Score of 8-9
• Responds to the question’s tasks
• Demonstrates clear understanding of the questions tasks
• Well Chosen Examples
• Demonstrates maturity and is well organized
• Clear and Focused
• Specific quality details
• Goes beyond the obvious or predictable

Score of 6-7
• Responds to the question’s tasks
• Well written
• Few or minor lapses in grammar and diction*
• Good detail, but less specific than the top essays
• Good analysis, but less developed than the top essays
• Writer’s ideas are presented clearly

Score of 5
• Responds to the question’s tasks
• Carefully written but not as detailed
• Analysis is less developed
• Displays knowledge but uses generalities to relate ideas.
• Some lapses in grammar and diction*
• Some sentences lack precise clarity
• Some spelling errors may be present

Score of 3-4
• Does not respond adequately to the question’s tasks
• Some minor misunderstandings of concepts
• Imprecise or ineffective analysis
• Weak control over grammar and diction*
• Many spelling errors
• Greatly oversimplifies
• Often lacks clarity

Score of 1-2
• Fails to respond adequately to the question’s tasks.
• Response exhibits little clarity about the writer’s understanding
• Exhibits fundamental misunderstandings of concepts
• Consistent weaknesses in grammar

*Diction refers to the choice of words, their arrangement, and the force, accuracy, clarity, and distinction with which they are used.