IPC,Physics,Chem+labs+and+Teacher's+Choice

=** Teacher choices and labs **= __**IPC/ CHEM/ PHYSICS LAB: States of Matter**__ This assignment is for a lab or a teacher's choice credit. You must follow the link and find the lab Sates of Matter in the middle top part of the page. Click "Run"

[] Complete the lab and write 1 page report highlithing these important parts:


 * Describe characteristics of three states of matter: solid, liquid and gas.
 * Predict how varying the temperature or pressure changes the behavior of particles in every state of matter
 * Compare particles in the three different phases.
 * Explain freezing and melting with molecular level detail

__**IPC/ PHYSICS**__ __**LAB: Free body diagram**__ This assignment is for a lab or a teacher's choice credit. You must follow the link and find the lab Construction Free body diagram that has 23 slides. [] Your job is to take notes and present answers to questions on slides 19-23 to me for a credit. Make sure to draw a free body diagram for each example.

__**IPC/ PHYSICS**__ __**LAB: Potential enegry lab**__ Follow the link to complete the lab. Copy these questions and submit with your answers for a grade: []

Copy these questions and submit with your answers for a grade:

Questions to think about first: Experimental Steps:
 * 1) What is the height of the ball? (verify by measuring it)
 * 2) How high will the ball bounce on the first bounce (verify by selecting step and then measuring the height)
 * 3) What will be the impact velocity of the ball on the first bounce
 * 1) Activate the step button to run the experiment and check your answers to the three questions above.
 * 2) Reset the experiment and set EAS to 100%. What do you expect will happen?
 * 3) Reset the experiment and set EAS to 25%. What will be the height of the ball on the first bounce?
 * 4) Reset the experiment and set Energy to 400 and answer the question 1-3 above again.
 * 5) Reset the experiment and change the mass of the ball to 2 kg. How much higher did the ball rise? Will the ball have a different velocity on initial impact as in the previous case? If so, how come? If not, why not?
 * 6) Which combination of parameters do you think will allow the ball to bounce the most number of times? Try your guesses
 * 7) Which combinations of parameters produces the lowest and highest initial heights? Try your guesses.

__**IPC/ CHEM/ PHYSICS**__ __**LAB: Themperature and heat**__ []

Enter your data into the data table and print the lab out. Answer the questions and turn it in for a grade. *You might want to copy the data table on a sheet of paper if you cannot print it.*

__Questions__ In an //actual// experiment (as opposed to this idealized experiment), what other factors might affect the boiling time? For each factor you identify, would it //increase// or //decrease// the time?

__**IPC/ PHYSICS**__ __**LAB: Law of conservation of energy**__ //Research history of perpetual machines and write a report in a form of newspaper article for a lab/teacher’s choice credit. You must have it typed in with at least two illustrations.//

__**IPC/ PHYSICS**__ __**LAB: Newton's laws of motion**__
 * 1: Design an experiment to explain a Newton's law of your choice. See Mrs. Davis for the formal write up sheet. Turn it in for a lab/teacher's choice credit.


 * 2: Create a children story book with illustrations that explain the 3 laws of motion. Turn it in for a lab or teacher's choice credit.

__**IPC/ CHEM/ PHYSICS**__ __**LAB: Measurements**__ The idea of this lab is to use simple measuring tools (a ruler and a Vernier caliper) to measure dimensions of objects in both the English and the Metric units and show that they are equivalent. This exercise requires some unit conversion. The lab consists of 2 parts, and you will receive both **a lab credit and a teacher's choice** for doing it!

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__**IPC/ CHEM/ PHYSICS**__ __**LAB: Fluid Behaviour and Density**__ These experiments are aimed at: a) the determination of the density of an irregularly shaped object from the volume of fluid displaced when it is immersed in a fluid and it's mass when measured on a balance and b) the demonstration of the principles governing fluid behaviour. Turn it in for a lab or teacher's choice credit.

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__**IPC/ PHYSICS**__ __**LAB:**__ __**Centripetal Force & Motion**__ If an object moves in a circular path there must be a Centripetal Force acting on it. This experiment determines this Centripetal Force and compares it with the balancing force of gravity on a hanging object.

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__**IPC/ PHYSICS**__ __**LAB: Buoyancy**__ These experiments are aimed at: a) the determination of the density of an irregularly shaped object from the volume of fluid displaced when it is immersed in a fluid and it's mass when measured on a balance and b) the demonstration of the principles governing fluid behaviour. Turn it in for a lab or teacher's choice credit. []

__**IPC/ PHYSICS**__ __**LAB:**__ __**Build your own circuit**__ Copy and paste this lab using Microsoft word; save it to your P drive and ask a teacher to print it for you__**.**__

1. Go to this website

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2. Proceed with the interactive lab and build

A). Series Circuit using **3 light bulbs**. Make sure the light bulbs are on (yellow color indicates that electricity flows through them)

Have the teacher in your classroom sign here_

B) Parallel Circuit using **3 light bulbs**. Make sure the light bulbs are on (yellow color indicates that electricity flows through them)

Have the teacher in your classroom sign here_

C) Combination Circuit using **5 light bulbs.** Make sure the light bulbs are on (yellow color indicates that electricity flows through them)

Have the teacher in your classroom sign here_

3. Turn it in to Mrs. Davis to receive a credit for this activity

__**IPC/ PHYSICS**__ __**LAB: Ohm's law**__ To complete this lab you will use a computer. Go to the following website and follow the procedure.

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You must make a new circuit 5 times. For each attempt you must find the amp. Turn in your calculations with short notes for a lab grade.

__**IPC/ CHEMISTRY LABS: Alien juice bar**__

Click this link for an opportunity to complete 3 lab credits. Each challenge is a new lab. Ask Mrs. Davis for a handout.

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__**IPC/ CHEMISTRY LAB: Chemical book cover**__

Here is a great activity for a lab/teacher's choice credit. Your book cover should be decorated with the following information:

1. Name of the element – center front 6 points

2. Symbol – under the name – large letters - three inches high 6 points

3. Atomic number – upper right front 6 points

4. Atomic mass – lower left front 6 points

5. Density including units (usually g/cm3) – back 6 points

6. Brief description of appearance – back 6 points

7. Number of neutrons, protons, and electrons – back 6 points

8. Melting point and boiling point including units 6 points

9. Two interesting facts, uses or health concerns– **illustrated** – front and/or back 6 points


 * 1) Discovery history (when, where, who) – back 6 points
 * 2) Electron configuration 6 points

12. How was it named? What language? 6 points

13. 1st ionization energy including units 6 points

14. Electronegativity 6 points

15. Specific heat including units 6 points

16. General appearance and creativity 10 points

Use these links: [] [] [] [] [] []

__**IPC/ CHEMISTRY LAB: Chemistry of fireworks**__ Your task is to discover the component parts of fireworks, and to identify the chemical compounds that are responsible for the brilliant colors that light up the sky as fireworks explode. You will explore the history of fireworks and find out when the first fireworks were invented. You will learn about firework design and how fireworks are built.

To receive **a lab and a teacher's choice** credit make a poster. Make sure that your poster contains answers to the following questions: What exactly is a firework?

Where and when were the first fireworks invented?

Who were the first Europeans to master fireworks?

What type of simple chemical reaction occurs in fireworks?

What are the components of black powder?

What three processes cause fireworks to emit light?

What types of elements are responsible for the colors of fireworks?

What is responsible for the whistling sound that often accompanies fireworks?

What are the component parts of modern fireworks? What does each part do?

__**IPC/ PHYSICS**__ __**LAB: Roller coaster physics**__

This assignment contains 3 parts that will be counted as 3 labs.

Amusement Park Physics -- type into google, it is the first link []

Answer all of these questions: copy/paste the questions using microsoft word; type answers, save, print.

1. Automobiles run by use of engines, how do roller coasters run?

2. List the three types of wheels incorporated into a roller coaster and describe their purpose

3. What advantage do wooden coasters have over steel ones?

4. (Go to “read more about their history.) Where was the first American roller coaster?

5. What wasAmerica’s first theme park and what rollercoaster did it offer?

6. What is an inverted rollercoaster? (Ex. What rollercoaster at Six Flags over Mid-America is inverted? )


 * Return to the main page where you can design your roller coaster

Experiment with different designs until you have built a rollercoaster that has a good safety and good fun rating (both thumbs up)

List the specifications for your roller coaster

Height of the first hill _ Shape of the first hill _ __Exit Path__ _ Height of the second hill The Loop _

Site 2: []

Play with the simulator to answer the following questions:

1) Assuming you cannot change the mass, friction or gravity. What happens if the first hill is too high?

What happens if the first hill is too low?

2) Create a design that is functional. Indicate in each of these changes whether the rollercoaster still works (yes or no). Increase the mass ? Decrease the mass? ___ Increase the speed?__ ___ Decrease the speed?__ _Increase gravity? _ Increase friction?

__Site 3: [] - go to brainteasers and puzzles - science puzzles - find the icon for the roller coaster__

__Read the instructions. You adjust your coaster by clicking and dragging the squares on the track to make hills and valleys. Make a drawing of 2 designs that were functional.__

__Your task is to create a visual display in a form of a poster that will reflect Sir Isaak Newton's 3 laws of motion. Your choice: display all 3 laws on one poster or make 3 smaller posters - 1 per law.__
 * IPC/ PHYSICS TEACHER'S CHOICE****: Newton's laws of motion.**

__For each law you must include the following: state the law, provide 2 visual examples (pictures), make a mathematical problem and solve it for the 2d law of motion only, explain how it can be applied to your everyday life.__

__To receive the full credit you must include Sir Isaac's short biography and at least one interesting fact about him or/and one of him famous quotes.__

__Creative writing! Make it good and show it to your English teacher for potential__ dual credit __on this assignment!__
 * IPC/ PHYSICS TEACHER'S CHOICE****: Energy transformations**

__Write an essay about how you experience energy form the time you get up in the morning to the time you walk into your classroom. You should include different forms of energy with which you come in contact or observe, and give **several** examples of how you experience separate form of energy. You should also include any experience of energy conversion from one form to another you observe in your everyday life.__ You will need to copy/paste the data table along with questions, fill the tables with your data, answer the questions, print, turn it in.
 * IPC/ PHYSICS** **LAB: Projectile motion**__

[] -- click on projectile motion link -- click on “run now” Simulation tips: The square yellow box can be used to measure distance. If you need to rest simulation to its original starting points, enter these value: Angles = 80; Initial speed = 18; mass =2, diameter =.1. You can see the range, height and time in the top boxes. Maximize the screen

Instructions: Answer these questions by changing the variables. Remember it is best to change only one variable (the one you are testing) and leave the others constant. ** Question 3: What angle, speed and mass can be used to hit the target? ** There are several answers here; you just need to find three that work.
 * Question 1: If you cut the projectile’s velocity in half, will the range also be cut in half. Show your data below. **
 * Velocity ||  ||   ||   ||   ||
 * Distance ||  ||   ||   ||   ||
 * Answer to Question 1: ||||||||  ||
 * Question 2: Do objects with different weights travel farther, faster or higher? How does air resistance affect these distances? ** Fire each of the items first with no air resistance, then click the air resistance button. Keep the angle at 80 and the speed at 18 for this simulation
 * |||| Range |||| Height |||| Speed ||
 * || No Air Resistance || With Resistance || No Air Resistance || With Resistance || No Air Resistance || With Resistance ||
 * Tank shell ||  ||   ||   ||   ||   ||   ||
 * Golf ball ||  ||   ||   ||   ||   ||   ||
 * Baseball ||  ||   ||   ||   ||   ||   ||
 * Bowling Ball ||  ||   ||   ||   ||   ||   ||
 * Football ||  ||   ||   ||   ||   ||   ||
 * Pumpkin ||  ||   ||   ||   ||   ||   ||
 * Adult Human ||  ||   ||   ||   ||   ||   ||
 * Piano ||  ||   ||   ||   ||   ||   ||
 * Buick ||  ||   ||   ||   ||   ||   ||
 * Answer to Question 2: ||||||||||||  ||
 * || Angle || Speed || Mass (object) ||
 * Target Hit 1 ||  ||   ||   ||
 * Target Hit 2 ||  ||   ||   ||
 * Target Hit 3 ||  ||   ||   ||

__**IPC/ PHYSICS**__ __**LAB: Forces on an Elevator**__ You will need to copy/paste the data table along with questions, fill the tables with your data, answer the questions, print, turn it in. Site 1: [] --click on 6, click on Unit F: Energy, Forces, and Motion, click on Discover SimulationsThe elevator will travel from floor 1 to floor 100 at various speeds. You will take data on the elevator as it moves to fill out this chart. You will probably need to play and reset the elevator many times as you take data. Analysis: 1. When the elevator speeds up, what happens to the girl’s weight? _When the elevator slows down, what happens to the gir’ls weight? 2. The girl’s weight starts at 588 N, it shifts during the rise of the elevator and then returns to 588N for most of the trip. Why is her weight 588N even though the elevator is pushing her up and still moving? 3. When the accelerometer is reading a negative number, what is the elevator doing? 4. When the speedometer is reading a negative number, what is the elevator doing? 5. When will the girl have a zero weight (free fall)? Think about the acceleration of gravity and the acceleration of the elevator.
 * || Fast || Medium || Slow ||
 * Starting Weight of girl (N) ||  ||   ||   ||
 * Largest Weight (around 5th floor) ||  ||   ||   ||
 * Weight between 25 -80th floor ||  ||   ||   ||
 * Weight between 90th and 100th floor ||  ||   ||   ||
 * When is the elevator accelerating (between what floors) ||  ||   ||   ||
 * When is the elevator deccelerating (between what floors) ||  ||   ||   ||
 * When is the elevator moving at a constant speed, and what speed is it moving at? ||  ||   ||   ||