Name:______Block:______Date:____/____/______
IP 614
Chapter 1 review packet
Activity 1.1 – Design a measurement device
●Documenting work in notebook clearly and thoroughly
●Brainstorm possible measurement devices
●Critically assess the strengths and weaknesses of a measuring device
Q1. What are the two pieces of information you need to determine speed?
Q2. What are at least 2 limitations in using a pendulum to time how long it takes a student to run across the room?
Activity 1.2 – Construct a measurement device
●Clearly describe a procedure/set of instructions
●Construct accurate measuring devices
Activity 1.3 – Collect useful data
●Collect data with careful detail and precision (consistency)
●Identify instrumental and operational errors
Q3. What information is missing in the following data chart? explain your answer!
Person 1 (Trial 1) / Person 1 (Trial 2) / Person 1 (Trial 3)Distance / 5 / 5.2 / 4.7
Time / 4.2 / 3.8 / 4.1
Q4. Mr. Anderson asked 5 students to measure the length of his driveway using a hula hoop. Identify 2 instrumental errors and 2 operational errors associated with using a hula hoop.
Activity 1.4 – describe motion using the Speed equation
●Be able to use the speed equation to solve for speed, distance or time
●Be able to use the GUIDE framework for problem solving
●Recognize that the speed equation provides the average speed of the object
Q 5. Ms. Chen’s fancy new car is capable of traveling very fast, but for the sake of this question, let’s say she goes 75km in 0.9 hours. What is her average speed?
Q 6. This road trip is going to be a long one, travelling 960km in total. How long is it going to take? (Side note, could she do it in one shot?)
Q 7. Assuming she does have to stop after 5 hours, how far would she have gotten?
Activity 1.7 – Convert between different unit systems.
●Develop conversion factors.
●Mathematically show how one unit converts to another
For each of the unit conversion problems, make sure you use the Unit Conversation Method (Dimensional Analysis Method) and show your work.
Information you might need:
1m = 100 cm / 1 hour = 60 min1 mile = 1609 m / 1 long block = 75 min
1 inch = 2.54 cm
Q 8. Convert the following amount to the correct unit:
3 long blocks = ? days
Q 9. Convert the following amount to the correct unit:
5 feet = ? m
Activity 1.8 – Differentiate between accuracy and precision of a data set
Q 10. Three teams of young kids are asked to measure the length of a line on the ground, to see which group is best at measuring. Each student in the team does a measurement, and then the team’s measurements are considered as a group. The teacher knows the line to be exactly 3m long (because she drew it). The data for the 3 teams is shown below:
Kid 1 / Kid 2 / Kid 3 / Kid 4 / Kid 5 / AverageTeam 1 / 3m / 3.1m / 3.4m / 2.9m / 2.6m
Team 2 / 4.1m / 4.2m / 4m / 3.8m / 3.9m
Team 3 / 3.5m / 3.6m / 2.4m / 2.5m / 3m
What can you say about the accuracy and precision of each group?
Activity 1.9 – Solve problems with intervals of different speeds using the average speed equation
Q 11. On his way to work, Mr. Hazeltine was zooming down the highway at 25m/s for 30 minutes. He decided to stop at Starbucks for 5 minutes right off the highway to get a cup of coffee. Then he drove at 15m/s for 10 minutes. Determine his average speed for the whole trip.
Q 12. Ms. Chen drives to a shoe store that is 15km away. She drives the first 10 km at 30km/h, and then drives the rest at 40 km/hr.
a. What was the total time of her trip?
b. What was her average speed?
Activity 1.10 – Measure the top speed of an object