Dear students,
I'm giving you the world's accepted criteria of evaluation. These criteria are accepted also in Republic of Macedonia in all high schools.

Every level corresponds to the appropriate mark. Level VI corresponds to the talented students.

Bloom’s Taxonomy

Bloom’s Taxonomy provides an important framework for teachers. By providing a hierarchy of levels, this taxonomy can assist teachers
in designing performance tasks, crafting questions for conferring with students, and
providing feedback on student work
This resource is divided into different levels each with Keywords that exemplify the level
and questions that focus on that same critical thinking level. Questions for Critical
Thinking can be used in the classroom to develop all levels of thinking within the
cognitive domain.The six levels are:
Level I Knowledge
Level II Comprehension
Level III Application
Level IV Analysis
Level V Synthesis
Level VI Evaluation
Blooms Level I: Knowledge
Exhibits memory of previously learned material by recalling fundamental facts, terms,
basic concepts and answers about the selection.
Keywords:
who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell,
list, match, name, relate, tell, recall, select
Questions:
• What is…? • Can you select? • Where is…? • When did ____ happen?
• Who were the main…? • Which one…? • Why did…? • How would you describe…?
• When did…? • Can you recall…? • Who was…? • How would you explain…?
• How did ___happen…? • Can you list the three..? • How is…?
• How would you show…?

Blooms Level II: Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptors and stating main ideas.
Keywords: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer,
outline, relate, rephrase, translate, summarize, show, classify
Questions:
• How would you classify the type of…? • How would you compare…? contrast…?
• Will you state or interpret in your own words…?
• How would you rephrase the meaning?
• What facts or ideas show…? • What is the main idea of ……?
• Which statements support…? • Which is the best answer…?
• What can you say about …? • How would you summarize… ?
• Can you explain what is happening…? • What is meant by…?

Keywords:
apply. build, choose, construct, develop, interview, make use of, organize, experiment
with, plan, select, solve, utilize, model, identify
Questions:
• How would you use…? • How would you solve ___ using what you’ve learned…?
• What examples can you find to…? • How would you show your understanding of…?
• How would you organize _______ to show…?
• How would you apply what you learned to develop…?
• What approach would you use to…? • What other way would you plan to…?
• What would result if…? • Can you make use of the facts to…?
• What elements would you use to change…? • What facts would you select to show…?
• What questions would you ask during an interview?

Blooms Level IV: Analysis
Examine and break information into parts by identifying motives or causes. Make
inferences and find evidence to support generalizations.
Keywords:
analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect,
simplify, survey, test for, distinguish, list, distinction, theme, relationships, function,
motive, inference, assumption, conclusion, take part in
Questions:
• What are the parts or features of . . . ? • How is _______ related to . . . ?
• Why do you think . . . ? • What is the theme . . . ? • What motive is there . . . ?
• Can you list the parts . . . ? • What inference can you make . . . ?
• What conclusions can you draw . . . ? • How would you classify . . . ?
• How would you categorize . . . ? • Can you identify the different parts . . . ?
• What evidence can you find . . . ? • What is the relationship between . . . ?
• Can you make a distinction between . . . ? • What is the function of . . . ?
• What ideas justify . . . ?

Blooms Level V: Synthesis
Compile information together in a different way by combining elements in a new pattern
or proposing alternative solutions.
Keywords:
build, choose, combine, compile, compose, construct, create, design, develop, estimate,
formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution,
suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, theorize,
elaborate, test, happen, delete
Questions:
• What changes would you make to solve…? • How would you improve…?
• What would happen if…? • Can you elaborate on the reason…?
• Can you propose an alternative…? • Can you invent…?
• How would you adapt ____________ to create a different…?
• How could you change (modify) the plot (plan)…? • What facts can you compile…?
• What way would you design…? • What could be combined to improve (change)…?
• Suppose you could _____what would you do…? • How would you test…?
• Can you formulate a theory for…? • Can you predict the outcome if…?
• How would you estimate the results for…? • What could be done to minimize
(maximize)…?
• Can you construct a model that would change…? • How is _____ related to…?
• Can you think for an original way for the…? • What are the parts or features of…?
• Why do you think…? • What is the theme…? • What motive is there…?
• Can you list the parts…? • What inference can you make…? …? • What ideas justify…?
• What conclusions can you draw…? • How would you classify…?
• How would you categorize…? • Can you identify the different parts…?
• What evidence can you find…? • What is the relationship between…?
• Can you make the distinction between…? • What is the function of

There will be 10 questions theory from the worksheets , 3 problems from the worksheet, and 2 bonus questions on the exam.

For those who are satisfied with 2: they have to learn any 10 definitions.

1.Static and dynamic equilibrium (what is the difference?)

2.Torque

3.Pivot point

4.Translation and rotational equilibrium (what is the difference?)

5.Location of the resultant force

6.Centre of gravity

7.Coordinates of the centre of gravity

8.What types of states of equilibrium are there?

Solved examples,  problems on pg.: 115, 116, 117, 121: 3, 4, 11, 14, 15, 38

  1.       Force is _________________________________

  2.       Contact force is _________________________________________

  3.       Examples of contact forces ___________________________

  4.       Field force is ___________________________________________

  5.       Examples of field forces ______________________

  6.       Dynamometer is ________________________________________________

  7.       What is Net Force? ______________________________________

  8.       The First Law of Motion ________________________________________________________

  9.       Inertia is _____________________________________________________________

  10.   The Second Law of Motion _________________________________________________

  11.   Define 1N _______________________________________________________________

  12.   Inertial reference frame is _____________________________

  13.   Weight is _____________________________________________________

  14.   The Third Law of Motion ________________________________________

  15.   Properties of action-reaction forces __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  16.   Norma contact force __________________________________________________________

  17.   Tension force ______________________________________

  18.   Internal force_________________________________________

  19.   External force______________________________

  20.   Force of friction _______________________________________________

  21.   Internal forces ___________________________________________________________

  22.   External forces_____________________________________________________

  23.   Kinetic friction ______________________________________________

  24.   Static friction ____________________________________________

  25.   Properties of friction ______________________________________________

  26.   Formulas for friction ____________________________________________

  27.   What causes friction? _________________________________________________

  28.   Terminal velocity ______________________________________________

  29.   Air resistance ________________________________________________

  30.   Air drag ____________________________________________

  31.   Formula for air drag ______________________________________________

  32.   Actual weight _____________________________________________________

  33.   Apparent weight _________________________________________________

  34.   Weightlessness __________________________________________________

  35. Papers

Problems

Solved problems from note book, papers, drawing free – body diagrams, 3,13,14,16,18,30,31,33,34,37,87,72

Friction


1. A classroom desk supported by long legs is stationary in the room. A teacher comes around and pushes upon the desk in an effort to start it into a state of motion. The desk does not budge. The desk remains at rest because ______.
a. there is a force of static friction opposing its motion
b. there is a force of kinetic or sliding friction opposing its motion
 c. there is a force of rolling friction opposing its motion
d. there are small dust mites at the desk's feet that push back on the desk to keep it at rest

2. A classroom desk supported by long legs is stationary in the room. A teacher comes around and pushes upon the desk in an effort to start it into a state of motion. The desk is finally accelerated from rest and then moves at a constant speed of 0.5 m/s. The desk maintains this constant speed because ______.
a. there is a force of static friction balancing the teacher's forward push
b. there is a force of kinetic or sliding friction balancing the teacher's forward push
c. there is a force of rolling friction balancing the teacher's forward push
d. the teacher must have stopped pushing

3. The symbol µ stands for the _____
a. coefficient of friction b. force of friction c. normal force

4. The units on µ are _____
a. Newton b. kg c. m/s/s d. ... nonsense! There are no units on µ.

5. Use the friction equation and Fnet = m•a to fill in the blanks in the following situations.

Falling with Air Resistance

As an object falls through air, it usually encounters some degree of air resistance. Air resistance is the result of collisions of the object's leading surface with air molecules. The actual amount of air resistance encountered by the object is dependent upon a variety of factors. To keep the topic simple, it can be said that the two most common factors that have a direct effect upon the amount of air resistance are the speed of the object and the cross-sectional area of the object. Increased speeds result in an increased amount of air resistance. Increased cross-sectional areas result in an increased amount of air resistance.

Why does an object that encounters air resistance eventually reach a terminal velocity? To answer this questions, Newton's second law will be applied to the motion of a falling skydiver.

A 90-kg (approx.) skydiver jumps out of a helicopter at 6000 feet above the ground. As he descends, the

force of air resistance acting upon him continually changes. The free-body diagrams below represent the

strength and direction of the two forces acting upon the skydiver at six positions during his fall. For each

diagram, apply Newton’s second law (Fnet = m•a) to determine the acceleration value.

1. At which two altitudes has the skydiver reached terminal velocity?

2. At which altitude(s) is the skydiver in the state of speeding up?

3. At which altitude(s) is the skydiver in the state of slowing down?

4. At 2900 feet, the skydiver is ___________. Choose two.

a. moving upward b. moving downward c. speeding up d. slowing down

5. Explain why air resistance increases from 6000 feet to 4500 feet.

__9. The elephant experiences less air resistance and reaches a larger terminal velocity.

__10. The feather experiences more air resistance and thus reaches a smaller terminal velocity.

__11. The elephant and the feather encounter the same amount of air resistance, yet the elephant

has a greater terminal velocity.

The diagrams above illustrate a key principle. As an object falls, it picks up speed. The increase in speed leads to an increase in the amount of air resistance. Eventually, the force of air resistance becomes large enough to balances the force of gravity. At this instant in time, the net force is 0 Newton; the object will stop accelerating. The object is said to have reached a terminal velocity. The change in velocity terminates as a result of the balance of forces. The velocity at which this happens is called the terminal velocity.

 

In situations in which there is air resistance, more massive objects fall faster than less massive objects. But why? To answer the why question, it is necessary to consider the free-body diagrams for objects of different mass. Consider the falling motion of two skydivers: one with a mass of 100 kg (skydiver plus parachute) and the other with a mass of 150 kg (skydiver plus parachute). The free-body diagrams are shown below for the instant in time in which they have reached terminal velocity.

  As learned above, the amount of air resistance depends upon the speed of the object. A falling object will continue to accelerate to higher speeds until they encounter an amount of air resistance that is equal to their weight. Since the 150-kg skydiver weighs more (experiences a greater force of gravity), it will accelerate to higher speeds before reaching a terminal velocity. Thus, more massive objects fall faster than less massive objects because they are acted upon by a larger force of gravity; for this reason, they accelerate to higher speeds until the air resistance force equals the gravity force.

The amount of air resistance an object experiences depends on its speed, its cross-sectional area, its shape and the density of the air. Air densities vary with altitude, temperature and humidity.