Questions titled classwork review was given as the class started. It involved material which was covered in class regarding forces and types of forces. Using a small toy car, the concept of balanced forces and unbalanced forces was presented. The forces present on the car at rest were found to be gravity and the normal force. The direction and relative magnitude of each was listed. The definition of balanced forces was elicited from the the sketch of the car at rest and the vectors used to show the forces. The car was accelerated by applying a force (push) to the rear of the car. The concept of an unbalanced force was elicited, and the question as to why the car eventually stopped was presented. The force of friction was found to be the force opposite to the motion, causing the eventual stopping of the car. How far would the car travel if the surface was friction free was the next question, the answer was eventually found out.

A sketch of the atoms arrangement in a nonmagnetic and magnetic piece of metal was drawn on the board. The alignment of the "domains" all in one direction is what gives a magnetic metal its property, while the haphazard arrangement of atoms in the nonmagnetic metal prevented it from being a magnet. Using a nail and iron fillings to show no magnetic attraction, we then wrapped a coil of wire around the nail and attached it to a 6v battery. The nail exhibited magnetic properties while the current was running through the wire. The strength of the magnet was proportional to the amount of coils and to the strength of the current. We then discussed gravity as one of the distance forces. The definition of gravity was presented and the factors of size and distance were introduced as affecting the very weak force of attraction.

A schematic of forces was first listed on the board, the ones already covered were checked off.
The concept of an electric field was reviewed from previous lessons to help with the concept of a magnetic field. The magnetic field is shown by placing a bar magnet under a piece of white paper held slightly above the paper and sprinkled with iron filing. The outline of the magnetic field and the concentration of iron at the poles was dramatically shown. Movement of the iron filings by the magnet was presented as the basis for the time honored toy called {"etch a sketch"). Nicole worked with the magnets to produce different concentrations of iron attachments, and found that the attraction was almost zero at the middle of the magnet.

The class was started with a review of the makeup of matter, the atom. The nucleus , consisting of the positive charged protons and the "neutral" neutrons was discussed, along with the negatively charged electrons found circling the nucleus. A balloon was charged by rubbing on a piece of clothing, and then shown to be charged by approaching some small bits of paper and attracting them. (the paper being neutral). When 2 charged balloons are approached, they repel each other. The same was shown for 2 positively charged objects . When a positive charged and a negative charged object approach, they were shown to attach each other. The Idea of an electric field was presented, and the general rule for repulsion and attraction between charged particles was worked out.

A review of the definition of a force and the definition of contact and distance forces was presented since Nicole missed a few lessons. Examples of applied forces, normal forces, and friction were used. Distance forces were defined and outlined. The electric distance force was discussed and outlined using a charged balloon. The brief structure of the atom being made of charged particles was presented, and the charges on the different particles listed. The attraction of the balloon for bits of paper was presented and explained, as well as the repulsion of two balloons charged for each other.

Using dynamics cart demonstration, the definition of a force will be discovered. The description of forces by direction and strength is listed. The direction and strength can be shown by using a vector to indicate direction, and the size of the vector to illustrate strength. Diagrams will be used to reinforce these descriptions. The main types of forces will be discussed, contact forces and forces at a distance. An applied force, normal force, and friction force will be defined as contact forces. Electrical, magnetic and gravitational forces defined as distance forces. Each example will be explained, as well as factors which will affect each one.

The friction lab was designed to show the effects different surfaces have on the motion of an object and the distance traveled, the force remaining constant. The objects were hard and smooth, or hard and rough, or soft and smooth, or soft and rough. The distances traveled with each type were measured a number of times and averages determined. The results were analyzed and questions answered at the completion of the exercise. Once back in the classroom, the concept of distance forces was introduced, with the 3 major forces outlined. The force of gravity was briefly introduced.

We reviewed the working definition of a force and how to illustrate a force using vectors to show direction and magnitude. The effect of increasing mass on the force is needed for motion was demonstrated using a cart and various masses and a spring balance measuring in Newtons.

Using the speed and time of a roller coaster, the acceleration at different drops was calculated. The formula for acceleration was used and the definitions of positive and negative acceleration outlined.Using information supplied by the textbook of the speed, time, and distance of motion, a graph of speed v time and one of distance v time was drawn and analyzed. The slope was calculated for each one and the acceleration found by the slope. The concept of forces was then started by using a model car and showing that a push or pull on the car starts motion. The definition of force was derived, along with the method of showing the force by vectors in a direction and with a length which indicates the strength.

An inclined plane with a grove was set up at an angle of about 10 deg. The plane was divided into 3 equal lengths and labeled in meters. A marble was used to roll down the grove and the average time required to reach the bottom from each marked length recorded. The velocity was determined, the change in velocity, the time, the change in time and the acceleration determined.