This document discusses key concepts for working with numbers and measurements in physics:
1. Measurements have two parts - a number and a unit, with the number representing the magnitude. Some measurements also have direction.
2. Scientific notation is used to write very large and small numbers as a number between 1-10 multiplied by a power of 10.
3. It is important to be careful when entering scientific notation values into a calculator and to use parentheses when dividing to avoid incorrect answers.
This document provides information about upcoming AP and class tests:
- AP tests contain 100 multiple choice questions worth 60% of the grade and 4 free response essays worth the remaining 40%. Class tests will be shorter with around 50 multiple choice questions and 1 free response worth a total of 80% and 20% respectively.
- Tips for the multiple choice section include not overthinking answers, being able to justify changed responses, and carefully reading the questions to avoid tricks. For free response, answers must be in essay form, diagrams are allowed, there is no penalty for incomplete answers, and questions may have multiple parts to address.
- Tomorrow's class test will cover chapters 1-3, contain 50 multiple choice
The document discusses key concepts in chemistry that are important for understanding life processes. It explains that all living things are made up of just a few chemical elements, with carbon, hydrogen, oxygen and nitrogen making up 96%. Atoms bond through weak hydrogen bonds or stronger covalent bonds to form molecules. Water has unique properties including being a solvent and maintaining homeostasis through processes like buffering pH. Understanding chemistry provides insight into the foundation of biology.
The document outlines the scientific method used in an episode of the TV show House. It asks the reader to identify the patient's problem, the doctors' initial hypothesis, the tests and procedures used to diagnose the patient, and the final diagnosis and treatment. The reader is then asked to research the condition and describe it in 2-3 sentences, citing their source.
This document lists various pieces of equipment used in general and physics labs, including beakers, Erlenmeyer flasks, test tubes, graduated cylinders, ring stands, funnels, pipettes, mortar and pestles, magnifying glasses, meter sticks, balances, rulers, safety goggles, pulleys, thermometers, electric motors, springs, gyroscopes, lenses, magnets, ripple tanks, dynamics carts, lasers, and tuning forks. It provides an inventory of common lab apparatus and instruments.
This document provides information about the physics course taught by Mrs. Hurst at Legacy High School. The course will cover a broad range of physics topics through hands-on labs and projects. Students are expected to follow all safety procedures and class policies. Grades are based on tests, projects, labs, quizzes, and homework and students can earn late passes or retest to improve scores below 70%.
Michelle Hurst introduces herself as the AP Biology teacher and provides information about the course. The class will involve hands-on labs completed individually and in groups to develop skills like problem solving. Students should spend 3-4 hours per week studying. Grades are based on tests, labs, quizzes, and homework. The goal is to prepare for the AP exam on May 11. Parents are asked to review the attached course guidelines and contact information.
This document provides an AP Biology reading homework schedule for the upcoming school year. It includes due dates for finishing any summer homework, completing chapter readings and assignments like Cornell notes, reading guides, and study questions. Major assignments and tests are noted, including a biochemistry review test on September 1st covering properties of water and ecology study questions, and a test on September 22nd over chapters 50-53.
This document discusses key concepts for working with numbers and measurements in physics:
1. Measurements have two parts - a number and a unit, with the number representing the magnitude. Some measurements also have direction.
2. Scientific notation is used to write very large and small numbers as a number between 1-10 multiplied by a power of 10.
3. It is important to be careful when entering scientific notation values into a calculator and to use parentheses when dividing to avoid incorrect answers.
This document provides information about upcoming AP and class tests:
- AP tests contain 100 multiple choice questions worth 60% of the grade and 4 free response essays worth the remaining 40%. Class tests will be shorter with around 50 multiple choice questions and 1 free response worth a total of 80% and 20% respectively.
- Tips for the multiple choice section include not overthinking answers, being able to justify changed responses, and carefully reading the questions to avoid tricks. For free response, answers must be in essay form, diagrams are allowed, there is no penalty for incomplete answers, and questions may have multiple parts to address.
- Tomorrow's class test will cover chapters 1-3, contain 50 multiple choice
The document discusses key concepts in chemistry that are important for understanding life processes. It explains that all living things are made up of just a few chemical elements, with carbon, hydrogen, oxygen and nitrogen making up 96%. Atoms bond through weak hydrogen bonds or stronger covalent bonds to form molecules. Water has unique properties including being a solvent and maintaining homeostasis through processes like buffering pH. Understanding chemistry provides insight into the foundation of biology.
The document outlines the scientific method used in an episode of the TV show House. It asks the reader to identify the patient's problem, the doctors' initial hypothesis, the tests and procedures used to diagnose the patient, and the final diagnosis and treatment. The reader is then asked to research the condition and describe it in 2-3 sentences, citing their source.
This document lists various pieces of equipment used in general and physics labs, including beakers, Erlenmeyer flasks, test tubes, graduated cylinders, ring stands, funnels, pipettes, mortar and pestles, magnifying glasses, meter sticks, balances, rulers, safety goggles, pulleys, thermometers, electric motors, springs, gyroscopes, lenses, magnets, ripple tanks, dynamics carts, lasers, and tuning forks. It provides an inventory of common lab apparatus and instruments.
This document provides information about the physics course taught by Mrs. Hurst at Legacy High School. The course will cover a broad range of physics topics through hands-on labs and projects. Students are expected to follow all safety procedures and class policies. Grades are based on tests, projects, labs, quizzes, and homework and students can earn late passes or retest to improve scores below 70%.
Michelle Hurst introduces herself as the AP Biology teacher and provides information about the course. The class will involve hands-on labs completed individually and in groups to develop skills like problem solving. Students should spend 3-4 hours per week studying. Grades are based on tests, labs, quizzes, and homework. The goal is to prepare for the AP exam on May 11. Parents are asked to review the attached course guidelines and contact information.
This document provides an AP Biology reading homework schedule for the upcoming school year. It includes due dates for finishing any summer homework, completing chapter readings and assignments like Cornell notes, reading guides, and study questions. Major assignments and tests are noted, including a biochemistry review test on September 1st covering properties of water and ecology study questions, and a test on September 22nd over chapters 50-53.
This document outlines the extra credit options for a semester I and semester II physics class across six weeks, with each extra credit assignment due at the end of a six week period. For each six week period, students can choose to complete one extra credit assignment worth 3 stamps, 50 points on a quiz, or 10 points on a test. Assignment options include creating a lab safety poster, writing a review of a physics article, creating an educational video or PowerPoint, demonstrating an physics experiment, another article review or TAKS review, and developing a class review game.
This document outlines the weekly schedule and objectives for a conceptual physics course over the first two weeks of August and September. In week 1, students are introduced to physics and safety procedures. They learn about order of operations, scientific notation, and measurement. Week 2 focuses on continued math instruction and a review of lab equipment and measurements. Students are expected to conduct experiments safely and precisely while analyzing and recording data.
The document provides a writing prompt asking students to explain in at least four sentences some ways a person can be protected from injury in a car collision using their knowledge of motion, forces, and momentum. No response is given. The prompt is repeated below for a second student to answer.
This document contains examples of momentum and impulse math problems. It warns that the upcoming test will have more math than previous tests, and encourages asking questions. It defines momentum as mass times velocity, and gives an example of finding the momentum of a 100kg football player traveling at 20 m/s. It also defines impulse as force times time, and gives examples of calculating force from impulse and time for an egg hitting a surface.
This document contains 6 physics problems involving momentum, impulse, and force. It asks the learner to calculate: 1) the average momentum of a 50 kg runner moving 400m in 50s, 2) the force of impact on a 10,000 kg cement truck stopping from 15 m/s, 3) the speed of a player with 4000 kg m/s momentum and 100kg mass, 4) the impulse on an egg hitting the ground with 50N force over 0.1s, 5) the speed of a 0.25kg egg hitting the ground with 50N force over 0.15s, and 6) the change in momentum of a 100kg football player accelerating at 5 m/s/s over
This document contains 10 physics problems involving momentum and impulse calculations. The problems ask the student to calculate momentum and impulse values given mass, velocity, force and time information. They are also asked to determine unknown values like mass or velocity given other known momentum or impulse quantities. Solving these problems requires using and manipulating the fundamental equations that define momentum as mass times velocity and impulse as force times time.
This document provides instructions for an activity where students measure out the fat in french fries and sugar in a Coke from McDonalds. It then asks students to plan three balanced meals within a 1800 calorie daily budget and identify the worst possible single meal combination from McDonalds. It concludes by explaining how to calculate the percentage of calories from fat using the nutrition information on food labels.
Cellular respiration digests a variety of fuels beyond just glucose, including other carbohydrates, proteins, and fats. These fuels enter glycolysis or the Krebs cycle at different points to generate energy. The cell regulates respiration through feedback inhibition, where final products in metabolic pathways inhibit earlier enzymes to balance energy production with the body's needs and prevent unnecessary accumulation of intermediates. Phosphofructokinase, a key regulatory enzyme in glycolysis, is controlled through this feedback mechanism.
1) Organisms require energy to carry out essential life functions like building biomolecules, reproduction, movement, and temperature regulation.
2) Cells obtain this energy through catabolic reactions that break down organic molecules from food, capturing the released energy in ATP.
3) ATP is an efficient way to store and transport energy within cells through its high-energy phosphate bonds, which are unstable and easily broken to fuel other energy-requiring cellular processes.
The document summarizes the process of cellular respiration, which occurs in three main stages. In glycolysis, glucose is broken down to produce pyruvate along with a small amount of ATP. Pyruvate then enters the mitochondria where it is further oxidized through a series of reactions to produce acetyl-CoA. This is fed into the Krebs cycle where it undergoes additional reactions to yield more electron carriers like NADH and FADH2. While the Krebs cycle directly produces only 2 ATP, it generates the electron carriers that will ultimately be used by the electron transport chain to produce the majority of ATP through oxidative phosphorylation.
Glycolysis breaks down glucose to produce a small amount of ATP but is inefficient on its own. However, it sets the stage for more extensive energy harvesting through aerobic respiration in the mitochondria or anaerobic fermentation pathways. Pyruvate produced by glycolysis acts as a branch point, directing metabolic pathways down different routes depending on the availability of oxygen. Further processing of pyruvate is required to fully oxidize glucose and generate more ATP through recycling of NADH.
The document summarizes cellular respiration stage 4, the electron transport chain. The electron transport chain uses a series of protein transporters in the mitochondrial inner membrane to transport electrons and pump hydrogen ions out of the matrix. This creates a proton gradient that drives ATP synthase to generate approximately 36 ATP molecules from each glucose molecule. Oxygen is the final electron acceptor in the chain and its presence is required for aerobic respiration to occur.
This document provides examples of projectile motion problems and steps to solve them. It explains the key equations for horizontal and vertical motion (s=d/t and d=5t^2) and notes that time is equal in both equations. Students are instructed to use one equation to find time and then plug that time back into the other equation to solve for the variable in question. Ten sample problems are provided applying these concepts.
This reading guide covers concepts of nonlinear and projectile motion. It asks questions about vectors, scalars, and projectile motion terminology. Specifically, it asks about curved motion having two independent components, vectors requiring both magnitude and direction, examples of vectors and scalars, arrows being used to represent vectors, the definition of a projectile and resultant, the path a projectile makes, and the definition of a satellite.
This document outlines the requirements for formal lab write-ups for 12 AP Biology labs. Each lab write-up must be typed or neatly handwritten in a lab notebook and include: the title/question; introduction/background; hypothesis; materials and methods; data; data analysis graphs with trend summaries; and conclusion discussing experimental findings, hypothesis comparison, constants, sources of error, and final information. Lab write-ups are due two class periods after each lab and will count for two lab grades. Overall neatness and organization is also graded.
Objects in free fall accelerate at a constant rate of about 10 m/s2 due to gravity regardless of their mass. As an object falls, its speed increases and it covers more distance between seconds. If an object is thrown upward, it will first slow down and then fall back down, accelerating at the same rate. In a vacuum, all objects fall at the same rate, but in the atmosphere, air resistance slows down objects with large surface areas.
1) Motion can be described relative to a reference point, such as describing a car's motion relative to the road surface.
2) Speed is the distance an object covers over a set period of time. It does not include direction. Velocity includes both speed and direction.
3) Acceleration is the rate of change of an object's velocity. It can be positive (speeding up) or negative (slowing down). Changing direction at a constant speed is also considered acceleration.
This reading guide contains questions about motion-related concepts like speed, velocity, acceleration, and factors that affect motion. It asks the student to define key terms, write formulas, identify units of measurement, and describe graphs and principles related to linear motion, free fall, and acceleration due to gravity. It aims to assess the student's understanding of fundamental concepts in kinematics.
This document outlines the extra credit options for a semester I and semester II physics class across six weeks, with each extra credit assignment due at the end of a six week period. For each six week period, students can choose to complete one extra credit assignment worth 3 stamps, 50 points on a quiz, or 10 points on a test. Assignment options include creating a lab safety poster, writing a review of a physics article, creating an educational video or PowerPoint, demonstrating an physics experiment, another article review or TAKS review, and developing a class review game.
This document outlines the weekly schedule and objectives for a conceptual physics course over the first two weeks of August and September. In week 1, students are introduced to physics and safety procedures. They learn about order of operations, scientific notation, and measurement. Week 2 focuses on continued math instruction and a review of lab equipment and measurements. Students are expected to conduct experiments safely and precisely while analyzing and recording data.
The document provides a writing prompt asking students to explain in at least four sentences some ways a person can be protected from injury in a car collision using their knowledge of motion, forces, and momentum. No response is given. The prompt is repeated below for a second student to answer.
This document contains examples of momentum and impulse math problems. It warns that the upcoming test will have more math than previous tests, and encourages asking questions. It defines momentum as mass times velocity, and gives an example of finding the momentum of a 100kg football player traveling at 20 m/s. It also defines impulse as force times time, and gives examples of calculating force from impulse and time for an egg hitting a surface.
This document contains 6 physics problems involving momentum, impulse, and force. It asks the learner to calculate: 1) the average momentum of a 50 kg runner moving 400m in 50s, 2) the force of impact on a 10,000 kg cement truck stopping from 15 m/s, 3) the speed of a player with 4000 kg m/s momentum and 100kg mass, 4) the impulse on an egg hitting the ground with 50N force over 0.1s, 5) the speed of a 0.25kg egg hitting the ground with 50N force over 0.15s, and 6) the change in momentum of a 100kg football player accelerating at 5 m/s/s over
This document contains 10 physics problems involving momentum and impulse calculations. The problems ask the student to calculate momentum and impulse values given mass, velocity, force and time information. They are also asked to determine unknown values like mass or velocity given other known momentum or impulse quantities. Solving these problems requires using and manipulating the fundamental equations that define momentum as mass times velocity and impulse as force times time.
This document provides instructions for an activity where students measure out the fat in french fries and sugar in a Coke from McDonalds. It then asks students to plan three balanced meals within a 1800 calorie daily budget and identify the worst possible single meal combination from McDonalds. It concludes by explaining how to calculate the percentage of calories from fat using the nutrition information on food labels.
Cellular respiration digests a variety of fuels beyond just glucose, including other carbohydrates, proteins, and fats. These fuels enter glycolysis or the Krebs cycle at different points to generate energy. The cell regulates respiration through feedback inhibition, where final products in metabolic pathways inhibit earlier enzymes to balance energy production with the body's needs and prevent unnecessary accumulation of intermediates. Phosphofructokinase, a key regulatory enzyme in glycolysis, is controlled through this feedback mechanism.
1) Organisms require energy to carry out essential life functions like building biomolecules, reproduction, movement, and temperature regulation.
2) Cells obtain this energy through catabolic reactions that break down organic molecules from food, capturing the released energy in ATP.
3) ATP is an efficient way to store and transport energy within cells through its high-energy phosphate bonds, which are unstable and easily broken to fuel other energy-requiring cellular processes.
The document summarizes the process of cellular respiration, which occurs in three main stages. In glycolysis, glucose is broken down to produce pyruvate along with a small amount of ATP. Pyruvate then enters the mitochondria where it is further oxidized through a series of reactions to produce acetyl-CoA. This is fed into the Krebs cycle where it undergoes additional reactions to yield more electron carriers like NADH and FADH2. While the Krebs cycle directly produces only 2 ATP, it generates the electron carriers that will ultimately be used by the electron transport chain to produce the majority of ATP through oxidative phosphorylation.
Glycolysis breaks down glucose to produce a small amount of ATP but is inefficient on its own. However, it sets the stage for more extensive energy harvesting through aerobic respiration in the mitochondria or anaerobic fermentation pathways. Pyruvate produced by glycolysis acts as a branch point, directing metabolic pathways down different routes depending on the availability of oxygen. Further processing of pyruvate is required to fully oxidize glucose and generate more ATP through recycling of NADH.
The document summarizes cellular respiration stage 4, the electron transport chain. The electron transport chain uses a series of protein transporters in the mitochondrial inner membrane to transport electrons and pump hydrogen ions out of the matrix. This creates a proton gradient that drives ATP synthase to generate approximately 36 ATP molecules from each glucose molecule. Oxygen is the final electron acceptor in the chain and its presence is required for aerobic respiration to occur.
This document provides examples of projectile motion problems and steps to solve them. It explains the key equations for horizontal and vertical motion (s=d/t and d=5t^2) and notes that time is equal in both equations. Students are instructed to use one equation to find time and then plug that time back into the other equation to solve for the variable in question. Ten sample problems are provided applying these concepts.
This reading guide covers concepts of nonlinear and projectile motion. It asks questions about vectors, scalars, and projectile motion terminology. Specifically, it asks about curved motion having two independent components, vectors requiring both magnitude and direction, examples of vectors and scalars, arrows being used to represent vectors, the definition of a projectile and resultant, the path a projectile makes, and the definition of a satellite.
This document outlines the requirements for formal lab write-ups for 12 AP Biology labs. Each lab write-up must be typed or neatly handwritten in a lab notebook and include: the title/question; introduction/background; hypothesis; materials and methods; data; data analysis graphs with trend summaries; and conclusion discussing experimental findings, hypothesis comparison, constants, sources of error, and final information. Lab write-ups are due two class periods after each lab and will count for two lab grades. Overall neatness and organization is also graded.
Objects in free fall accelerate at a constant rate of about 10 m/s2 due to gravity regardless of their mass. As an object falls, its speed increases and it covers more distance between seconds. If an object is thrown upward, it will first slow down and then fall back down, accelerating at the same rate. In a vacuum, all objects fall at the same rate, but in the atmosphere, air resistance slows down objects with large surface areas.
1) Motion can be described relative to a reference point, such as describing a car's motion relative to the road surface.
2) Speed is the distance an object covers over a set period of time. It does not include direction. Velocity includes both speed and direction.
3) Acceleration is the rate of change of an object's velocity. It can be positive (speeding up) or negative (slowing down). Changing direction at a constant speed is also considered acceleration.
This reading guide contains questions about motion-related concepts like speed, velocity, acceleration, and factors that affect motion. It asks the student to define key terms, write formulas, identify units of measurement, and describe graphs and principles related to linear motion, free fall, and acceleration due to gravity. It aims to assess the student's understanding of fundamental concepts in kinematics.