Building a bridge

Task 1:   Show me your bridge designs.

Task 2:  Build a model suspension bridge

Task 3:  Take a look at different types of bridge designs and create a summary poster.

Task 4:  Minimize the cost on your bridge.

Task 5:  Build a truss bridge model using filing paper and bamboo skewers.  This must be done IN CLASS

Due Date:  Wednesday (sometime) we'll be testing the bridges.

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Bridge Reflection

Reflection on Bridge Building

Test your bridge, and measure the mass in kg that it holds.

Send a picture or video to marciarpowellATgmailDOTcom  List your group members.

Watch the video

Answer the following

1. How much did your bridge hold?
2. How much did it cost, and how did you minimize your costs?
3. What is the mass of your bridge (using a scale)?  Convert to kg.
4. Calculate the force weight of the bridge, and the force weight of the load applied.
5. Calulate a ratio to show me the strength of the bridge (load/bridge)
6. Using the member data sheet, which bridge member held the greatest load? How do you know?
7. Can a member experience both compression and tension? Explain.
8. IS your bridge model a good fit for the bridge you made in the program? Why or why not?
9. Draw a force diagram for your bridge when the truck is on the left-hand side of the structure.
10. How does friction matter in this project?
11. Explain why a truss bridge is more common than a cable-stayed bridge over small creeks.
12. What have you reinforced in this project about statics, force diagrams, angles, and vectors.

This entire sheet should be 1-2 pages long, hand-written or typed

West Point Bridge Design

Review the Mu of the Shoe reading.  Pick 6 of the physics to go problems andcomplete.  Hand In.  

You need to get to the idea of equilibrium and statics cemented in to your head.

Go to the tutorial on the West Point Bridge Designer. The tutorial was designed with an earlier version of the software, but it will give you the basic idea. Take 5 minutes and read it....seriously.

West Point Bridge Design  2011 software should be on your computer but if you want to download it at home or need to update the copy, you can get the software here   IF THE COMPUTER ASKS YOU FOR A PASSWORD, ask Mrs. Deutmeyer for it.   You may have to log in as an administrator or a teacher.

Create a truss bridge and a suspension bridge and save to a flash drive or your network files for Monday.   If you want to get an idea or two on minimizing cost, check out some of the videos on YouTube.

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Understanding Newton's Laws

Task 1:   Creating a two-stage rocket and analyzing using Logger Pro.

Task 2:  Determining the mu of the shoe.

Task 3:  Going over the work.   Place your mu values on the form for at least 3 surfaces

Using your data, try to figure out the acceleration for


a)when we first started to push the rocket
b)when the rocket was going at a constant speed
c) when the second person was pushed
d) when deceleration occured.

Create a force diagram for each of these.


Watch this video, starting at 1:25:



This video is optional.



We will have a class meeting Thursday at 10:40; all work needs to be completed by this time.

Static Forces

Static Forces describe things that are not moving.   We generalize these to things that are moving with no net force.   You are being asked to complete three tasks that use examples of no net force.

Task 1: Set up a diagram with a 500g mass and two spring scales.  Change the angle between the strings to 0, 30, 60, 90, and 120 degrees.  For each trial, record the scale value on the left and the scale value on the right.   To do this, each string must be approximately the same length.  Record your data in the group form.



Task 2:  Use a logger pro to record the net velocity and acceleration for three trials of a car.  For the first trial, the car should stand still.   For the second, the car should be given a sharp push.   For the third, a constant velocity buggy should be used.  In each of the graphs, identify where NO acceleration and where CHANGING acceleration is taking place.  Calculate the CHANGING acceleration or the constant velocity for two places in each trial.

Task 3:  Learn to use force diagrams as you work through ws1, ws2, and q1.   There are some common conventions, shown in the pictures below.

        

Learning about Forces

Starting discussion about the roadtrips!

Content Reading Motion Maps for Lesson 1 and Lesson 2 (2 computers/table...one to read, one to make a wallwisher or linoit concept map)

Forces and Motion Activities 2.1.1 to 2.1.5

Wednesday, 10/18/11

Today is your last assessment for the quarter.   You may solve this problem either graphically or by scaling.   Protractors and rulers are available.  SHOW all work.

You must break things into component vectors, and then determine the net displacement.  Because I used Google Earth to set this up, it probably won't add up to zero and zero, but it should be close. This is worth 30 points.


When you get done, you will pair with someone and come up with a road trip based on one of your courses.  This is a CREATIVE effort (scrapbook, google earth tour, prezi, linoit, creative writing experience) and is worth 20 points.

Practice for Tomorrow's Assessment--Pilot Navigation

You are the co-pilot of a plane, responsible for navigation.   You head for 300 miles at a heading of 50 degrees W of N, then head 200 miles S, 300 miles at a heading of 30 degrees W of S.   You stop to refuel at this point.   Realizing that there is a storm front in your way, you head 100 miles at 60 degrees N of W, turn and go 50 miles W, and then turn and go 400 miles at a heading of 30 degrees S of W.

1.  Make a sketch before even ATTEMPTING this problem.
2.  Break each vector into components.
3.  Find the total net displacement.
4.  Using your two net displacement vectors, determine the total distance traveled, and the original heading the pilot could have used if s/he were flying in a straight line.

Show me work and your answer before leaving the classroom today.

Vector Unit

You have done a great job exploring vectors!   The golf courses were awesome.

This week, I need you to accomplish the following:

1.  Use the Open Office clone of Powerpoint to make a scaled drawing of one of the holes from the course to see how Microsoft handles vectors   Each one must have a compass rose on it.   Save these to the Desktop of the computer.   Ask your teacher to help you, as we digitally find the x and y components and calculate the vector angles.   Then, duplicate the slide, and flip the hole horizontally.   Duplicate the second slide and flip it vertically.   Repeat what you did for the first slide on these other two.   Explain to me in poster format how digital programming uses vectors.

2.  Finish your assignment from Friday and do a net displacement analysis.

3.  Create a web 2.0 product that shows me value of GPS.   This includes how the vectors are calculated.

4.  Explain and show me how Google Maps on a smart phone can be used for GPS.   In particular, I will need to know the GPS location of

• the SE corner of the High School Auditorium, 
• the mailbox on New Street, 
• the home dugout on the softball field, 
• the SW gate of Brown field
• the bell on New Street
• landmark of your choosing
• landmark of your choosing
• landmark of your choosing

   Your efforts may be a tutorial, a video, or a series of technical instructions.  You will write a reflection this next week.

Google Earth Trip