I.
Grade Level/Unit Number:
Physics Unit 1
II:
Unit Title:
One-Dimensional Motion
III.
Unit Length:
(traditional schedule)
10 days (block schedule) or 18 days
IV.
Major Learning Outcomes:
This unit is focused on the concept of one dimensional motion. Students will learn
about the relationships among the concepts of position, velocity and acceleration.
Students will examine the graphs of position, velocity, and acceleration and relate them
to the motion of a mass and to each other. Specifically students will be able to:
Velocity
 Identify a frame of reference for measurement of position and identify the initial
position of the object.
 Develop the definition of velocity as the rate of change of position conceptually,
mathematically and graphically (see 2.04).
 Apply the equation developed to several applications where objects are moving
with constant velocity:
v  x
t
 x f  x i  vt
Velocity as a Vector
 Define vector and scalar, incorporating magnitude and direction.
 Apply concepts of speed and velocity to solve conceptual and quantitative
problems.
 Distinguish between distance and displacement conceptually and
mathematically.
 Clarify that a positive value for velocity indicates motion in one direction while a
negative value indicates motion in the opposite direction.
Acceleration
 Develop the definition for constant (uniform) acceleration as the rate of change of
velocity conceptually, mathematically, and graphically (see 2.04).
 Analyze visual representations of constant and changing velocity. (see 2.04)
 Use kinematics equations for acceleration:
x f  xi  vit  1 at 2
2
a  v
t
2
v f  vi2  2ax
 Apply concepts of constant (uniform) acceleration to objects in free fall.
Application of Graphical and Mathematical Tools
Constant velocity:
 Measure position versus time of an object moving with constant velocity.
Physics- Unit 1
DRAFT
1
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Plot a position versus time graph of the measurements.
Recognize that the relationship is linear and construct a best-fit line.
Identify the slope of the line as the change in position over time (velocity) and the
y-intercept as the initial position for the given time interval.
Using the slope y-intercept equation (y = mx + b) from the graphs above, derive
the mathematical relationships:
o final position=average velocity*time + initial position
o final position - initial position=average velocity*time
v  x
t
Define change in position as displacement and show the average velocity
o

equation ( v  x ).
t
Constant acceleration:
 Measure position and time of an object moving with constant acceleration.
 Plot a position vs. time graph of the measurements.
 Recognize that the relationship is not linear but fits the shape of a parabola
indicating that position is proportional to time squared.
 At various points on the curve, draw lines tangent to the curve and develop the
concept of instantaneous velocity (represented by the slope of the tangent line at
that time instant).
 Give several examples of and compare position vs. time, velocity vs. time and
acceleration vs. time graphs.
 Recognize that the slope of the line on an instantaneous velocity vs. time graph
is the acceleration.
 Develop the equations for objects that are experiencing constant acceleration
(rolling down an inclined plane or objects falling toward the earth):
x f  xi  vit  1 at 2 a  v
t
2
2
2
v f  vi  2ax
V.
Content Objectives Included (with RBT Tags):
COMPETENCY GOAL 1: The learner will develop abilities necessary to do and
understand scientific inquiry.
1.01 Identify questions and
problems that can be
answered through scientific
investigations.
(RBT B2, B3, C2, C3)
Physics- Unit 1
This goal and these objectives are an integral part of
each of the other goals. In order to measure and
investigate scientific phenomena, students must be
given the opportunity to design and conduct their own
investigations in a safe laboratory. The students should
use questions and models to formulate the relationship
identified in their investigations and then report and
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2
share those finding with others
Students will be able to:
 Develop questions for investigation from a given
topic or problem.
1.02 Design and conduct scientific
investigations to answer
questions about the physical
world.
• Create testable hypotheses.
• Identify variables.
• Use a control or comparison
group when appropriate.
• Select and use appropriate
measurement tools.
• Collect and record data.
• Organize data into charts and
graphs.
• Analyze and interpret data.
• Communicate findings.
(RBT C2, C3, ,C4, C5, C6)
1.03 Formulate and revise
scientific explanations and models
using logic and evidence to:
• Explain observations.
• Make inferences and
predictions.
• Explain the relationship between
evidence and explanation.
(RBT B2, B6, C2, C6)
1.04 Apply safety procedures in
the laboratory and in field studies:
• Recognize and avoid potential
hazards.
• Safely manipulate materials and
equipment needed for scientific
investigations.
(RBT B3, C3)
2.01
(RBT B4)
Physics- Unit 1

Distinguish and appropriately graph dependent
and independent variables.

Discuss the best method of graphing/presenting
particular data.

Use technology resources such as graphing
calculators and computers to analyze data.

Report and share investigation results with
others.

Use questions and models to determine the
relationships between variables in investigations.
Use evidence from an investigation to support a
hypothesis.



Predict safety concerns for particular experiments
o Electricity
o Projectiles
Relate physics concepts to safety applications
such as:
o Transportation: seat belts, air bags,
speed…
o Short circuits, circuit breakers, fire hazards
Analyze velocity as a rate of change of position:
• Average velocity.
• Instantaneous velocity.
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3
2.02
(RBT B4)
Compare and contrast as scalar and vector quantities:
• Speed and velocity.
• Distance and displacement.
2.03
Analyze acceleration as rate of change in velocity.
(RBT B4, C4)
2.04
(RBT C3, C4, C5, C6)
Honors
Using graphical and mathematical tools, design and
conduct investigations of linear motion and the
relationships among:
• Position.
• Average velocity.
• Instantaneous velocity
• Acceleration.
• Time.
Suggested Honors Project: Crazy Car Construction
VI.
English Language Development Objectives (ELD) Included:
NC English Language Proficiency (ELP) Standard 4 (2008) for Limited English
Proficiency Students (LEP)- English Language learners communicate information,
ideas, and concepts necessary for academic success in the content area of science.
Suggestions for modified instruction and scaffolding for LEP students and/or students
who need additional support are embedded in the unit plan and/or are added at the end
of the corresponding section of the lessons. The amount of scaffolding needed will
depend on the level of English proficiency of each LEP student. Therefore, novice level
students will need more support with the language needed to understand and
demonstrate the acquisition of concepts than intermediate or advanced students.
VII. Materials/Equipment Needed:
Most of the activities for this unit use inexpensive and simple materials. Those
materials can be found here.
 Air pucks
(http://www.flinnsci.com/store/Scripts/hs_createOrder.asp?find=catalog&strSe
arch=AP5619) or Fisher item # S52178
http://www.flinnsci.com/store/Scripts/hs_createOrder.asp?find=catalog&strSe
arch=AP6917)
 Washers, pennies or other small masses
 Meter sticks or measuring tape
 Timers (If you don’t have stopwatches there is a nice program that can be
loaded on TI graphing calculators. Go to the following website and look up
“stopwatch”: http://www.ticalc.org/pub/83/basic/programs/)
Physics- Unit 1
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
VIII.
Vernier LoggerPro software (http://www.vernier.com/soft/lp.html). Powerful
software package. Cost is only $159 from Vernier. The $159 gets you a site
license for you AND your students and can be used in activities throughout
the year.
Motion sensors (Vernier or similar) with data collection interface (LabPro or
similar). Cost is $78.
Digital video camera (perhaps your media center has one you can check out).
If you do not have access to a digital video camera, www.physicstoolkit.com
is a free site that has sample videos as well as the software used to analyze
them.
Bulletin board paper or a roll of “butcher paper”
Magic markers
Access to computer lab with internet capabilities.
Objects to drop (bean-bag like balls, tennis balls, baseballs, etc.)
Misc. supplies such as masking tape and graph paper. Free graph paper can
be downloaded at: www.mathematicshelpcentral.com/graph_paper.htm .
Flip buggies (any vehicle that moves at constant velocity)
Detailed Content Description:
Please see the detailed content description for each objective in the Physics Support
Document. The link to this downloadable document is in the Physics Standard Course
of Study at:
http://www.ncpublicschools.org/curriculum/science/scos/2004/27physics
IX.
Unit Notes:
Overview of Unit One
This unit is focused on the concept of one dimensional motion. Students will learn
about the relationships among the concepts of position, velocity and acceleration.
Students will examine the graphs of position, velocity, and acceleration and relate them
to the motion of a mass and to each other.
The Unit Guide below contains the activities that are suggested to meet the Standard
Course of Study (SCOS) Goals for Unit One. The guide includes activities, teacher
notes on how to implement the activities, and resources relating to the activities which
include language objectives for LEP (Limited English Proficient) students. Teachers
should also consult the Department of Public Instruction website for English as a
Second Language at: http://www.ncpublicschools.org/curriculum/esl/ to find additional
resources. If a teacher follows this curriculum (s)he will have addressed the goals and
objectives of the SCOS. However, teachers may want to substitute other activities that
Physics- Unit 1
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5
teach the same concept. Teachers should also provide guided and independent
practice from the textbook or other resources.
Physics Support Document
Teachers should also refer to the support document for Physics at
http://www.ncpublicschools.org/curriculum/science/scos/2004/27physics for the detailed
content description for each objective to be sure they are emphasizing the specified
concepts for each objective.
Reference Tables
The North Carolina Physics Reference Tables were developed to provide essential
information that should be used on a regular basis by students, therefore eliminating the
need for memorization. It is suggested that a copy be provided to each student on the
first day of instruction. A copy of the reference tables can be downloaded at the
following URL:
http://www.ncpublicschools.org/docs/curriculum/science/scos/2004/physics/referenceta
bles.pdf
Essential Questions for Unit One
Essential questions are those questions that lead to student understanding. Students
should be able to answer these questions at the end of an activity. Teachers are
advised to put these questions up in a prominent place in the classroom. The questions
can be answered in a journal format as a closure.
1.
2.
3.
4.
5.
6.
7.
What information can be determined from analyzing the slopes of position vs.
time and velocity vs. time graphs?
How does constant velocity affect the position of an object traveling in a
straight line?
How does distance differ from displacement?
How does speed differ from velocity?
What is the relationship between position vs. time and velocity vs. time
graphs?
How does the rate of change of velocity reflect an object’s acceleration?
How can the concept of constant acceleration apply to the study of gravity?
Safety
 No object should be thrown at another person at any time unless part of a lab
activity.
 Hard-toed shoes should be worn in physics labs.
 Read all instructions before starting the lab activity.
 If lab equipment appears to be malfunctioning, contact the science teacher
immediately.
 All students should be aware of what others are doing when lab activities are
taking place.
 Keep lab area as clean as possible.
Physics- Unit 1
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6
Modified Activities for LEP Students
Those activities marked with a  have a modified version or notes designed to assist
teachers in supporting students who are English language learners. Teachers should
also consult the Department of Public Instruction website for English as a Second
Language at: http://www.ncpublicschools.org/curriculum/esl/ to find additional
resources.
Computer Based Activities
Several of the recommended activities are computer based and require students to visit
various internet sites and view animations of various biological processes. These
animations require various players and plug-ins which may or may not already be
installed on your computers. Additionally some districts have firewalls that block
downloading these types of files. Before assigning these activities to students it is
essential for the teacher to try them on the computers that the students will use and to
consult with the technology or media specialist if there are issues. These animations
also have sound. Teachers may wish to provide headphones if possible.
Web Resources
The web resources provided on this page were live links when the unit was designed.
Please keep in mind that as individuals make changes to websites, it is possible that the
websites may become inactive. These resources are provided to supplement the
activities in the unit. Some of the resources can be used as to supplement your teacherled discussions by projecting them for the class. Other activities require students to
have access to computers.
There are many video resources available online. Two particularly useful ones are:
1. Kinematics Video Streaming from Monterey Institute
http://www.hippocampus.org/?course=23
The Monterey Institute provides many free, excellent interactive videos which
may be used as classroom presentations or as individual review modules.
Select the kinematics section under General Physics I.
This video contains 10 segments. The first 6 relate to motion along a line. They may be
used as a whole as an overview to the unit of motion along a line or as segments to
emphasize different topics within the unit.
 Vector engages the viewer with real life situations and the use of vectors in the
discussion of motion.
 Equations of Motion explores the use of equations as descriptors of motion.
 Slowing Car explains the use of the kinematics equation to the specific problem
of a slowing car
 Freefall, Unknown Planet, and Ball Toss Simulation elaborates on the
concept of acceleration as it relates to the acceleration of gravity and allows
students to evaluate the appropriate equation as a problem solving tool.
2. Motion & Forces Video from United Streaming
http://streaming.discoveryeducation.com/index.cfm
Physics- Unit 1
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7
United Streaming is a paid online subscription for video streaming. Check with
your media specialist about availability for your school.
This video contains 8 segments. They may be used as a whole as an introduction to the
unit of motion along a line or as segments to emphasize different topics within the unit.
 Introduction (00:45 min) Engages viewer with real life situations and the
importance of motion in the student’s life.
 Bodies in Motion (02:12 min) Explores force briefly as that part of physics that
changes motion.
 Reference Points (03:49 min) Explains the use of a reference frame in
describing motion
 Calculating Motion & Rate of Speed (05:46 min) Elaborates on the concept of
speed and magnitude of acceleration.
 Review: Calculating Average Speed (03:56 min) Elaborates on the concept of
average speed and evaluates the average speed.
 Velocity (04:36 min)-- Elaborates on the concept of average velocity and
evaluates the average velocity.
 Acceleration (05:07 min)-- Elaborates on the concepts of acceleration and
evaluates acceleration.
 Review: Acceleration (01:28 min)—Evaluates the acceleration of an object
from the rate of change in velocity.
Resource
Website
Web Activity:
The Moving
Man
http://phet.colorado.edu/new/simulations/sims.php?sim=The_Moving_M
an
Study position, velocity and acceleration with “the moving man“
Website:
The Physics
Classroom
http://www.glenbrook.k12.il.us/gbssci/phys/class/1DKin/1DKinTOC.html
An excellent presentation of the main ideas of motion with interactive
sections of sample problems and concept understanding.
Websites:
Vectors
http://id.mind.net/~zona/mstm/physics/mechanics/vectors/introduction/in
troductionVectors.html
http://home.nc.rr.com/enloephysics/vector.htm
http://wps.prenhall.com/esm_walker_physics_2/0,7966,802031-,00.html
Websites:
Kinematics
http://www.dl.ket.org/physics/companion/thepc/compan/kinevel/index.htm
Website:
Freefall
http://carladler.org/galileo/
http://www.nep.chubu.ac.jp/~nepjava/javacode/OneDimMotion/contents.
html Applet creates graphs of freefall under different circumstances.
Physics- Unit 1
DRAFT
8
Kinematics
Practice
Resources
and
Tutorials
Website:
Class
Activity
“Ramp &
Roll”
http://wps.prenhall.com/esm_walker_physics_2/12/3132/801832.cw/ind
ex.html
http://www.dctech.com/physics/help/kinematics/
http://perc.ph.msstate.edu/scripts/kinematicstutorial.pl
http://cwx.prenhall.com/giancoli/
http://www.h7.dion.ne.jp/~jasmin-g/physics/rollball/applet/applet.html
Website:
MIT site for
“Classroom
Home”
http://ocw.mit.edu/OcwWeb/hs/physics/a/index.htm
Website:
PowerPoint
Resources
http://folks.harbornet.com/jlamoreux/accelinertia.ppt
Website:
Dune Buggy
source
http://www.kipptoys.com//ProductBrowse/ProductDetail.aspx?TID=0&SI
D=0&PID=16563
Resources
for summary
of content
http://www.physclips.unsw.edu.au/
Math and
science
“Gizmos”
http://www.explorelearning.com
This site contains “gizmos” (web applets) that are correlated to the
NCSCOS for all science content areas. It is a paid subscription site, but
you can get a 30 day free trial that grants student access to the site.
X.
Global Content: Aligned with 21st Skills:
Physics- Unit 1
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9
One of the goals of the unit plans is to provide strategies that will enable educators to
develop the 21st Century skills for their students. As much as students need to master
the NCSOS goals and objectives, they need to master the skills that develop problem
solving strategies, as well as the creativity and innovative thinking skills that have
become critical in today’s increasingly interconnected workforce and society. The
Partnership for 21st Century Skills website is provided below for more information about
the skills and resources related to the 21st Century classroom.
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=27&Ite
mid=120
NC SCS
Physics
21st Century Skills
Communication Skills
Goal 1, 2.01,
Conveying thought or opinions
2.02
effectively
Goal 1, 2.01-2.04 When presenting information,
distinguishing between relevant
and irrelevant information
Goals 1-8, 2.01 Explaining a concept to others
2.01
Interviewing others or being
interviewed
Computer Knowledge
Goals 1-8, esp. Using word-processing and
Goal 1
database programs
Goals 1-8, esp. Developing visual aides for
Goal 1
presentations
Goal 1, 2.01-2.04 Using a computer for
communication
2.01-2.04
Learning new software programs
Employability Skills
Goals 1-8, 2.01- Assuming responsibility for own
2.04
learning
Goals 1-8, esp. Persisting until job is completed
Goal 1, 2.04,
3.02, 3.05, 4.07,
6.04, 7.01, Goal
8
Goals 1-8
Working independently
Developing career interest/goals
Goal 1, 2.01
Responding to criticism or
questions
Information-retrieval Skills
Physics- Unit 1
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Activity


“Explain” section in all
activities
All activities


Team Quiz
Team Quiz

Rollin on the Ramp

Rollin on the Ramp
All activities
All activities

Team Quiz
10
Goal 1, 2.01-2.04 Searching for information via the
computer
Goal 1
2.01-2.04
Goals 1-8, 2.012.04
Goals 1-8, 2.012.04
Goals 1-8
Goal 1
Goals 1-8
Goals 1-8
Goals 1-8, 2.012.04
Goals 1-8, esp.
Goal 1
Goals 1-8, esp.
Goal 1
Goal 1
1.04, 2.01-2.04
Goal 1, 2.04,
3.02, 3.06, 4.06,
6.01, 6.04, 7.01,
8.02, 8.03, 8.04,
2.01-2.03
Goal 1, 2.04,
3.02, 3.06, 4.06,
Physics- Unit 1
Searching for print information
Searching for information using
community members
Language Skills - Reading
Following written directions
Identifying cause and effect
relationships
Summarizing main points after
reading
Locating and choosing
appropriate reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas
when writing
Proofing and Editing
Synthesizing information from
several sources
Documenting sources
Developing an outline
Writing to persuade or justify a
position
Creating memos, letters, other
forms of correspondence
Teamwork
Taking initiative
Working on a team
DRAFT

Rollin on the Ramp

Rollin on the Ramp


Most of the activities can
be presented as
opportunities for students
to follow written
directions. The teacher
will have to work with
most students to develop
this skill over time.
All lab activities

All lab activities

Explain/Evaluate”
sections in all lab
activities


Team Quiz
All lab activities
Most of the activities are
designed to be done and
11
6.01, 6.04, 7.01,
8.02, 8.03, 8.04,
2.01-2.03
Goals 1-8, 2.012.04
Goals 1-8, 2.012.04
Goals 1-8
1.01, 2.04, 3.02,
3.06, 4.06, 6.01,
6.04, 7.01, 8.0204
discussed in teams. The
following activities are well
suited to developing team
interdependence skills:
Thinking/Problem-Solving
Skills
Identifying key problems or
questions
Evaluating results


Team Quiz
All lab activities




Team Quiz
All lab activities
Team Quiz
All lab activities
Developing strategies to address
problems
Developing an action plan or
timeline
Activity 1: Moving on Air I (Position vs. Time Graph at Constant Velocity)
Materials:
 Meter sticks
 Timers/stopwatches
 Flip Buggy or Air Pucks (or equivalent)
Introduction:
This activity (Moving on Air I- Position vs. Time Graph at Constant Velocity) is an
introductory activity for constant velocity. It helps students visualize the connection
between constant velocity motion and its position vs. time graph. The students use
air pucks as tools for analyzing constant velocity. The data collected is used to
create and interpret position vs. time graphs.
This activity addresses the following objectives from the North Carolina Standard
Course of Study for Physics:
2.01 Analyze velocity as a rate of change of position:
 Average velocity.
 Instantaneous velocity.
2.04 Using graphical and mathematical tools, design and conduct investigations
of linear motion and the relationships among:
 Position.
 Average velocity.
 Instantaneous velocity
 Acceleration.
Physics- Unit 1
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12

Time.
Specifically, students should be able to:
 Recognize and implement appropriate frames of reference.
 Compare instantaneous and average velocity.
 Attribute velocity to change of position during a time interval.
 Create position vs. time graphs for various scenarios.
 Interpret the shape of position vs. time graph as it relates to velocity.
This activity is designed to lead students to an understanding of position vs. time
graphs for objects moving at constant velocity. Through this activity, students should
discover that the slope of a position vs. time graph is a measure of velocity. Air
pucks are suggested because they are inexpensive (4 for $36.65 or 30 for $64.50 at
Flinn Scientific). You can also build your own air pucks
(www.exo.net/~pauld/activities/frictionless_cd_puck.html). If battery operated cars
are available, they are excellent in this activity because they provide a truly constant
velocity. Sources are found at
http://www.kipptoys.com//ProductBrowse/ProductDetail.aspx?TID=0&SID=0&PID=1
6563
and also at Pasco Scientific.
If you have stopwatches then use them but if not there is a program available for TI83/TI-84 calculators that can turn them into timing devices. See the link in the
materials section for more info. There is also an online stopwatch at
http://phoenix.phys.clemson.edu/labs/stopwatch.html
If you’re not sure how to get a program off the web and into a calculator, ask your
students. Many will be able to do this for you. Once the program is in a single
calculator, they can pass it on to each other. Caution … the calculator timer program
is only accurate when using a fresh set of batteries. Otherwise, times will be off
slightly. This is a great time to talk with students about believing what every “black
box” that has the ability to collect data tells them.
Another alternative to stopwatches are the timers provided on most cell phones.
Check with an administrator to determine if students can use the stopwatches on
their personal phones. Depending on available space you may need to spread out
into the hall or move some desks. The gym floor is an excellent surface for air pucks
or the flip buggy. Check with your administrator about the availability of the
gymnasium.
 LEP Objectives:
 Think-pair-share verbally the steps used in activity. Ex. “First we…., then
we….”
 Identify steps in writing, using a flowchart template provided by teacher
 Complete graph using data and verbally explain their interpretation of
graph.
Physics- Unit 1
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13
Explore:
Have students determine the total change in position (displacement) of their dune
buggy/ air puck for each of the following times:
Car #
Time
(s)
Run 1
Run 2
Run 3
Averages
ΔX1(m)
ΔX2(m)
ΔX3(m)
ΔXAVG(m)
0
1
2
3
4
5
6
Note: Modify the chart as needed. I suggest using no more than 6 seconds because
of room limitations, the pucks may run out of air, and it will interfere with an activity
that takes place later. There is also a place on the chart to record the flip buggy/puck
number (place on the pucks with a magic marker). This is to insure that for Part II of
this activity students get the same object back.
Explain:
Once the data is collected you can have conversation about methods that were used
among the groups. A sample of discussion questions:
 Briefly explain the procedure you used.
 What steps of your data collection introduce procedural error?
 Upon reflection, what is the best way to start the car at the starting line?
 Explain the procedure you used to measure distances. How could that procedure
be improved?
Elaborate and Evaluate:
Physics- Unit 1
DRAFT
14
Students should use their data to generate a position vs. time graph. This is a good
time for review of graphing rules. Once the points are plotted they can add their line
of best fit and determine the equation that fits their line. Lead them into a discussion
of the meaning of slope in a position vs. time graph (slope = velocity). Include in thed
discussion what it would mean to have a zero slope and what it would mean to have
a vertical line (no slope).
NOTE: An excellent alternative lab is found at
http://staff.imsa.edu/science/adphysweb/ToyCarRubric.pdf
It is very open ended and yet provides a hand out.
Evaluate:
This is an excellent point to assign problems from the physics text focusing on constant
velocity!
Physics- Unit 1
DRAFT
15
ON LINE ACTIVITY for Constant Velocity (Alternative to Moving on Air I: Position
vs. Time Graph at Constant Velocity)
The applet is found at
http://physics.gac.edu/~chuck/PRENHALL/Chapter%202/chapter2.html
Background Information:
For motion in one dimension velocity is the change in position divided by the change in
time or v = Δx/Δt. In the applet, two objects are moving along a line. Using the pause
button to collect data is effective. The time appears on the screen in stopwatch format.
The following is from the Walker Applet Site.
1.
2.
3.
4.
Trials
Find out how far each ball moves over a specific time interval.
Divide the distance traveled by the time it takes to move that distance.
Which ball (red or blue) moves faster according to your calculations?
Does this result agree with what you appear to see in the animation?
Change in
Position (m)
Change in Time (s)
Average Velocity (m/s)
1
2
3
4
5
6
Physics- Unit 1
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16
TEACHER GUIDE FOR ROLLIN’ ON THE RAMP (Alternative or Enrichment Activity)
The following is a web-based research activity that could be used as an alternative or
enrichment activity. Rollin’ on the Ramp applet
http://www.h7.dion.ne.jp/~jasmin-g/physics/rollball/applet/applet.html
This activity addresses the following objectives from the North Carolina Standard
Course of Study for Physics:
2.03 Analyze acceleration as rate of change in velocity.
2.04 Using graphical and mathematical tools, design and conduct investigations
of linear motion and the relationships among:
 Position.
 Average velocity.
 Instantaneous velocity
 Acceleration.
 Time.
Specifically, students should be able to:
 Attribute change in velocity to acceleration.
 Create position vs. time graphs for objects experiencing constant
acceleration.
 Interpret the shape of position vs. time graph as it relates to velocity.
 Infer the relationship of slope in a position vs. time graph to velocity
ENGAGE
Before the lab starts, have a student roll a can of soup down an incline plane and ask
the class some questions about the motion of the can. Changing the angle of the
incline will offer more thought opportunities to students. Some sample questions are
included below.
(1) What is the starting velocity of the can?
(2) Does the speed increase or decrease?
(3) What direction does the object roll?
EXPLORE
Students work on the animation to create the ramps that match the graphs that are
listed in the activity sheet. Walk around the classroom and interact with the students as
they explore checking to make sure they are thinking of concepts. One way to do this is
to ask “why did you place the ramp in that position?”
EXPLAIN
Students will answer the questions at the end of the lab.
ELABORATE
Physics- Unit 1
DRAFT
17
Students build on the connection to the previous concept of velocity (as a rate of
change in position) to the new concept of acceleration (as a rate of change in velocity).
EVALUATE
Ask students to compare their answers with each other before turning in their labs.
This is an excellent time to assign problems that emphasize the concepts of position,
velocity, and acceleration relationships. Students should be ready to complete problem
sets using the following equations: average v  x , average a  v , and
t
t
x f  x i  vt . Your textbook is an excellent source of sample problems. Student should
also be given further opportunities to construct and analyze position v. time and velocity
v. time graphs.
KEY to Questions on Rollin’ on the Ramp 2
1. A positive velocity is to the right; a negative velocity is to the left.
2. When the slope of position, time changes from positive to negative, the velocity
changes from positive to negative.
3. The velocity increases.
4. Student answer.
Physics- Unit 1
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18
Student Worksheet for Rollin’ on the Ramp
NAME:
Period:
Background: Graphs are important tools in physics and in many other areas of knowledge
as well. Graphs display information so that we may see how trends can be interpreted and we
can discover relationships. In studying motion, graphs of position vs. time, velocity vs. time, and
acceleration vs. time yield visual connections to the equations describing the motion and to the
real life movement of the object.
The following chart summarizes some important relationships.
If your graph is a graph Then the slope of the graph (or the
of
slope of the tangent to the graph)
gives you
And the area gives you
Position vs. time
Velocity at a given time
No relationship
Velocity vs. time
Acceleration at a given time
Position over a time
interval
Acceleration vs. time
“ A jerk” -- Google the word “jerk” to
learn more
Velocity over a time
interval
Remember the following as well:


Slope is the change in the “y” variable (dependent) divided by the change in the
“x” variable (independent).
The area that you are looking for is the area between the graph and the time
axis. Area can be negative in this case. Some commonly used area shapes are
rectangles (A = b h) and triangles (A = ½ b h).
An example:
You are holding a tennis ball and you release it so that it falls to the floor. Sketch the
graphs of position vs. time, velocity vs. time, and acceleration vs. time.
You know that acceleration is
constant in a downward
direction.
a (m/s2)
The area increases with b x h
= t x a =v (the area gives
velocity).
v (m/s)
t (s)
t (s)
The area of v vs. t gives
position. The graph forms a
triangle and A = ½ v t =
½ (t x a) t = ½ a t2 (a
parabola).
v (m)
t (s)
Now you will create graphs to match the motion for the problems (on the next page)
Physics- Unit 1
DRAFT
19
Rollin’ On the Ramp Problems
NAME:
Instructions: You are given a challenge to translate five descriptions of motion into a
motion of a ball rolling along an adjustable ramp.
Think about three things:
1) What starting position does the ball occupy?
2) What direction does the ball roll (and what connection does that have to velocity
of the ball)?
3) How does velocity change? There are two parts this change. First what
direction is the change? Is it to the right or to the left? The next part is to ask
how large is the change in velocity? What do we call the change in velocity per
unit time?
To Meet Your Challenge: (Do this for each of the five situations).
1) Discuss with your lab team about how to draw your ramp. Shade the ramp in pencil!
2) Note and label the starting position and starting velocity.
3) Sketch (in pencil) the graph of position, time. Discuss the graphs with your team.
4) Sketch (in pencil) the graph of velocity, time. Once again, discuss the graphs with your
team.
5) Sketch (in pencil) the graph of acceleration, time. Once again, discuss the graphs with
your team.
Open the URL http://www.h7.dion.ne.jp/~jasmin-g/physics/rollball/applet/applet.html to enter
your work and check your responses. Evaluate yourself as to how well you did at the
space provided after each description.
Descriptions:
1. A ball starts at 100 m with an initial speed of 10 m/s and moves to the right with
a constant velocity. Your Self Evaluation:
2. A ball starts at 50 m with an initial speed of 10 m/s and moves to the left with a
constant velocity. Your Self Evaluation:
3. A ball starts at 100 m with an initial speed of 0 m/s (at rest) and speeds up at the
rate of 0.5 m/s for every second. Your Self Evaluation:
4. An object starts at -100 m with an initial velocity of + 15 m/s and slows down at
the rate of 1.0 m/s every second. Your Self Evaluation:
5. An object starts at -200 with an initial velocity of – 10 m/s and slows down at the
rate of 2.0 m/s every second, stops for one minute instant in time, then speeds
up to the right at the rate of 2.0 m/s every second. Your Self Evaluation:
Physics- Unit 1
DRAFT
20
GRAPH WORKSHEET
NAME:
PERIOD:
To sketch the ramp: darken the post blocks, draw connecting lines, and write the number of
blocks on the line below each post.
GRAPH DESCRIPTION # 1
Initial Position ______ m
X (m)
Initial Velocity _______ m/s
500
400
300
200
100
0
V m/s
15
50
100
150
200
250
t (s)
250
t (s)
10
5
0
-5
50
100
150
200
-10
-15
a m/s2
15
10
5
0
-5
50
100
150
200
250
t (s)
-10
-15
Physics- Unit 1
DRAFT
21
GRAPH DESCRIPTION # 2
Initial Position ______ m
Initial Velocity ______ m/s
X (m)
500
400
300
200
100
0
50
100
150
200
250
t (s)
50
100
150
200
250
t (s)
V m/s
15
10
5
0
-5
-10
-15
a m/s2
15
10
5
0
-5
50
100
150
200
250
t (s)
-10
-15
Physics- Unit 1
DRAFT
22
GRAPH DESCRIPTION # 3
Initial Position ______ m
X (m)
500
Initial Velocity _______ m/s 400
300
200
100
0
50
100
150
200
250
t (s)
50
100
150
200
250
t (s)
V m/s
15
10
5
0
-5
-10
-15
a m/s2
15
10
5
0
-5
50
100
150
200
250
t (s)
-10
-15
Physics- Unit 1
DRAFT
23
GRAPH DESCRIPTION # 4
Initial Position ______ m
X (m)
Initial Velocity _______ m/s 500
400
300
200
100
0
50
100
150
200
250
t (s)
50
100
150
200
250
t (s)
V m/s
15
10
5
0
-5
-10
-15
a m/s2
15
10
5
0
-5
50
100
150
200
250
t (s)
-10
-15
Physics- Unit 1
DRAFT
24
GRAPH DESCRIPTION # 5
Initial Position ______ m
X (m)
Initial Velocity _______ m/s 500
400
300
200
100
0
50
100
150
200
250
t (s)
50
100
150
200
250
t (s)
V m/s
15
10
5
0
-5
-10
-15
a m/s2
15
10
5
0
-5
50
100
150
200
250
t (s)
-10
-15
Physics- Unit 1
DRAFT
25
QUESTIONS:
1. How do you decide which direction the ball will move when you click the start
button?
2. By looking at a position versus time graph, describe how can you know when the
velocity changes from positive to negative?
3. How does a velocity versus time graph change when the slope of the ramp is
increased?
4. What is most difficult for you about matching the ramp and drawing the graph?
Be specific!
Physics- Unit 1
DRAFT
26
Teacher Guide for Team Quiz 1
INTRODUCTION:
Using the Team Quiz idea allows students to work together to understand application of
equations to problem solving. In some way, the teacher creates teams of 2 to 4
students. Included are Team Quiz cards that should cover classes from size 4 to 32
students. The teacher selects the cards to fit the class enrollment. In addition, if a
student is absent then the flexibility is there. Every student gets a copy of the problem
but each fills in blank 1 and blank 2 with unique numbers. In this way, students work
together without copying.
ENGAGE:
Place this quote on the board before students enter the class. “When a team
outgrows individual performance and learns team confidence, excellence becomes a
reality.” from football coach Joe Paterno. Discuss the value of team work in science.
Does a scientist work alone on research or is she part of a team? What are the
advantages of working in a team? What are the disadvantages?
EXPLORE:
Students look for solutions and discuss different ways to approach problem
solving as a team.
EXPLAIN:
Students must explain to others their approach to an answer and help each other
develop a correct approach. Discussion is important in this activity.
ELABORATE:
Students may qualify for an extra credit problem if they reach the correct team total.
The teacher selects one from homework similar to the team quiz. The students draw to
see who gets to work the extra credit. If correct then all in the team receive the credit.
EVALUATE:
The evaluation component is used as an incentive for team work in this activity. The
teacher evaluates each student individually (see spreadsheet) and then rewards each
100% correct team with an extra credit opportunity.
PROCEDURE:
1. Cut up card sheet. If desired, staple each Quiz Card to a note card to make them
more durable for use year after year.
2. Give each student a copy of the problem.
3. Explain how to fill in blanks. Each student selects a row and works each part of the
problem with the given data.
4. Explain the difference between individual totals and team totals. Individual total
equals the sum of the answers to all parts “a”-“d” and Team Total equals the sum of all
individual totals.
Physics- Unit 1
DRAFT
27
5. Emphasize that all work must be shown for credit and that work as well as answers
will be checked.
Physics- Unit 1
DRAFT
28
Team Quiz 1: Kinematics
NAME: ___________________________________ My Individual Total: ______
Fill in each blank with the data from one row of your team card. Each team member
should choose a different row. Find your individual total by adding the numeric value of
all your answers. The team total is the sum of all individual totals. Work together to get
the correct team total! Please show all work for credit.
A car starts at rest and accelerates at a uniform rate reaching a velocity of
Blank 1=
m/s in Blank 2=
seconds.
Find the following.
a) The acceleration of the car: __________
b) The distance covered in the first 10 seconds: ________
c) The velocity at the end of 10 seconds: __________
d) The distance covered from t = 10 seconds to t = 20 seconds: __________
Physics- Unit 1
DRAFT
29
TEAM 1
Person 1
Person 2
Person 3
Person 4
Blank 1
6
8
10
7
Blank 2
8
12
14
5
TEAM 2
Person 1
Person 2
Person 3
Person 4
Your Team Total = 745.0
Blank 1
4
11
3
8
KINEMATICS QUIZ 1
Blank 2
3
4
8
6
TEAM 4
Person 1
Person 2
Person 3
Person 4 1
Your Team Total = 1027.5
Blank 1
8
12
9
13
Blank 2
3
5
7
3
TEAM 6
Person 1
Person 2
Person 3
Person 4
Blank 2
2
7
2
8
KINEMATICS QUIZ 1
Blank 2
3
4
5
2
TEAM 1A
Person 1
Person 2
Person 3
Your Team Total = 2556.6
Blank 1
12
8
5
Blank 2
2
6
6
Your Team Total = 1723.2
KINEMATICS QUIZ 1
Physics- Unit 1
Blank 1
10
4
7
3
Your Team Total = 1993.2
KINEMATICS QUIZ 1
Blank 1
14
7
6
9
Blank 2
4
3
3
2
KINEMATICS QUIZ 1
Your Team Total = 2254.7
TEAM 7
Person 1
Person 2
Person 3
Person 4
Blank 1
9
7
12
4
Your Team Total = 3288.1
KINEMATICS QUIZ 1
TEAM 5
Person 1
Person 2
Person 3
Person 4
Blank 2
11
6
8
6
Your Team Total = 843.2
KINEMATICS QUIZ 1
TEAM 3
Person 1
Person 2
Person 3
Person 4
Blank 1
5
11
3
8
KINEMATICS QUIZ 1
DRAFT
30
TEAM 2A
Person 1
Person 2
Person 3
Blank 1
11
3
6
Blank 2
7
7
2
TEAM 3A Blank 1
Person 1
16
Person 2
11
Person 3
6
Your Team Total = 1055
Your Team Total = 2400.9
KINEMATICS QUIZ 1
TEAM 4A
Person 1
Person 2
Person 3
Blank 1
10
7
5
KINEMATICS QUIZ 1
Blank 2
8
6
9
TEAM 5A
Person 1
Person 2
Person 3
Your Team Total = 627.1
Blank 1
14
6
4
Blank 2
11
11
3
TEAM 7A
Person 1
Person 2
Person 3
Blank 2
11
9
15
KINEMATICS QUIZ 1
Blank 2
6
12
15
TEAM 1B
Person 1
Person 2
Your Team Total = 436.8
Blank 1
8
3
Blank 2
13
13
Your Team Total = 257.5
KINEMATICS QUIZ 1
Physics- Unit 1
Blank 1
4
8
9
Your Team Total = 390.9
KINEMATICS QUIZ 1
Blank 1
11
6
4
Blank 2
2
3
12
KINEMATICS QUIZ 1
Your Team Total = 665.0
TEAM 8A
Person 1
Person 2
Person 3
Blank 1
13
8
10
Your Team Total = 2110
KINEMATICS QUIZ 1
TEAM 6A
Person 1
Person 2
Person 3
Blank 2
3
2
11
KINEMATICS QUIZ 1
DRAFT
31
TEAM 2B
Person 1
Person 2
Blank 1
7
11
Blank 2
8
6
Your Team Total = 2556.6
KINEMATICS QUIZ 1
Physics- Unit 1
DRAFT
32
FOR TEACHER USE ONLY
The spreadsheet is included so that individual answers may be checked. Significant digits are
not used in the spreadsheet answers as students are checking for accuracy not precision.
SPREADSHEET ANSWERS
TEAM
Blank
1
Blank
2
a
x
Vf
delta x
sum
1
6
8
0.75
37.5
7.5
112.5
158.25
1
8
12
0.666667 33.33333 6.666667
100
140.6667
1
10
14
0.714286 35.71429 7.142857 107.1429
1
7
5
1.4
70
14
150.7143
210
295.4
Team
Total
745.031
2
5
11
0.454545 22.72727 4.545455 68.18182
95.90909
2
11
6
1.833333 91.66667 18.33333
275
386.8333
2
3
8
56.25
79.125
2
8
6
200
281.3333
Team
Total
843.2008
200
281.3333
412.5
580.25
0.375
18.75
3.75
1.333333 66.66667 13.33333
3
4
3
1.333333 66.66667 13.33333
3
11
4
3
5
9
0.555556 27.77778 5.555556 83.33333
117.2222
3
3
13
0.230769 11.53846 2.307692 34.61538
48.69231
2.75
137.5
27.5
Team
Total
1027.498
4
9
4
4
7
3
Physics- Unit 1
2.25
112.5
2.333333 116.6667
DRAFT
22.5
337.5
474.75
23.33333
350
492.3333
33
4
12
3
4
200
40
600
844
4
14
2
7
350
70
1050
1477
Team
Total
3288.083
26.66667
400
562.6667
24
360
506.4
5
8
3
2.666667 133.3333
5
12
5
5
9
7
1.285714 64.28571 12.85714 192.8571
271.2857
5
13
3
4.333333 216.6667
650
914.3333
Team
Total
2254.686
750
1055
2.4
120
5
250
43.33333
6
10
2
50
6
4
7
6
7
2
3.5
175
35
525
738.5
6
3
8
0.375
18.75
3.75
56.25
79.125
Team
Total
1993.196
46.66667
700
984.6667
0.571429 28.57143 5.714286 85.71429
4.666667 233.3333
120.5714
7
14
3
7
7
4
1.75
87.5
17.5
262.5
369.25
7
6
5
1.2
60
12
180
253.2
7
9
2
4.5
225
45
675
949.5
Team
Total
2556.617
900
1266
1A
12
2
1A
8
6
1.333333 66.66667 13.33333
200
281.3333
1A
5
6
0.833333 41.66667 8.333333
125
175.8333
Team
Total
1723.167
Physics- Unit 1
6
300
DRAFT
60
34
2A
11
7
1.571429 78.57143 15.71429 235.7143
331.5714
2A
3
7
0.428571 21.42857 4.285714 64.28571
90.42857
2A
6
2
3A
16
3
3A
11
2
3A
6
11
3
150
5.333333 266.6667
5.5
275
30
450
633
Team
Total
1055
53.33333
800
1125.333
55
825
1160.5
0.545455 27.27273 5.454545 81.81818
1.25
2400.924
187.5
263.75
175
246.1667
10
8
4A
7
6
1.166667 58.33333 11.66667
4A
5
9
0.555556 27.77778 5.555556 83.33333
325
12.5
Team
Total
4A
6.5
62.5
65
115.0909
117.2222
Team
Total
627.1389
975
1371.5
5A
13
2
5A
8
3
2.666667 133.3333 26.66667
400
562.6667
5A
10
12
0.833333 41.66667 8.333333
125
175.8333
Team
Total
2110
6A
14
11
1.272727 63.63636 12.72727 190.9091
268.5455
6A
6
11
0.545455 27.27273 5.454545 81.81818
115.0909
6A
4
3
1.333333 66.66667 13.33333
200
281.3333
Team
Total
664.9697
7A
Physics- Unit 1
4
11
0.363636 18.18182 3.636364 54.54545
DRAFT
76.72727
35
7A
8
9
7A
9
15
8A
11
6
8A
6
12
8A
4
15
0.888889 44.44444 8.888889 133.3333
0.6
30
6
1.833333 91.66667 18.33333
0.5
25
5
0.266667 13.33333 2.666667
187.5556
90
126.6
Team
Total
390.8828
275
275
75
105.5
40
56.26667
Team
Total
436.7667
1B
8
13
0.615385 30.76923 6.153846 92.30769
166.8462
1B
3
13
0.230769 11.53846 2.307692 34.61538
80.69231
2B
7
8
2B
11
6
Physics- Unit 1
0.875
43.75
8.75
1.833333 91.66667 18.33333
DRAFT
Team
Total
247.5385
131.25
184.625
275
386.8333
Team
Total
571.4583
36
Activity 2: Moving on Air II (Position vs. Time with Constant Acceleration)
Materials:
 Air pucks (same as from activity 1) or dynamics cart
 String
 Small washers or other small masses (1g to 5g) for air puck or masses (20 to
100 g) for dynamics cart
 Timer
 Meter stick
 Graph paper
 Chalk for marking positions
For more information about ordering materials for this activity, please see Activity 1:
Moving on Air I.
Introduction:
This activity is an introductory activity for constant acceleration. It helps students
visualize the connection between accelerated motion and its position vs. time graph.
The students use air pucks as tools for analyzing constant acceleration. The data
collected is used to create and interpret position vs. time graphs.
This activity is designed to lead students to an understanding of position vs. time graphs
for objects moving at constant acceleration. Through this activity, students should
discover that constant acceleration causes the velocity to change, therefore the slope of
this type of position vs. time graph is increasing.
See activity 1 for teacher notes on purchasing or creating your own air pucks.
This activity addresses the following objectives from the North Carolina Standard
Course of Study for Physics:
2.03 Analyze acceleration as rate of change in velocity.
2.04 Using graphical and mathematical tools, design and conduct investigations
of linear motion and the relationships among:
 Position.
 Average velocity.
 Instantaneous velocity
 Acceleration.
 Time.
Physics- Unit 1
DRAFT
37
Specifically, students should be able to:
 Attribute change in velocity to acceleration.
 Create position vs. time graphs for objects experiencing constant
acceleration.
 Interpret the shape of position vs. time graph as it relates to velocity.
 Infer the relationship of slope in a position vs. time graph to velocity
 LEP Objectives:
 Write in paragraph form explaining the relationship between accelerated
motion and time based on the activity completed.
 Explain verbally how they created their graph, recorded their data, and
what information their graph provides.
ENGAGE: Before the lab activity starts, engage students’ interest with a dollar bill drop
activity. Use a nice new dollar bill and have a student try to catch a dollar bill with their
fingers starting at the midpoint when you drop it. It takes about 0.12 seconds for the
dollar bill to accelerate out of the student's grasp - faster than a typical reaction time of
0.50 s. If you want a real attention getter, then tell the student that he or she can keep
the dollar bill if caught.
EXPLORE:
Students tie the washers (or small masses) to the end of a string that is 5.0 cm longer
than the table length. The other end of the string is taped to the top of the air puck or
dynamics cart. The air puck/cart is placed 1.25 meters from the edge of the table so that
the washers are just hanging off the table to provide acceleration to the air puck.
Students hold the puck until ready to take data so that the puck/cart is released from
rest. Positions are marked at indicated times. If space allows, students should mark
the position of the puck every one to two seconds. We suggest that each lab group
have four students: one to release the puck, one to operate the timer, and two to mark
positions.
Puck #
Time (s)
0
1
2
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Run 1
ΔX1(m)
Run 2
ΔX2(m)
DRAFT
Run 3
ΔX3(m)
Averages
ΔXAVG(m)
38
3
4
5
6
Teacher’s Notes:
Modify the chart for time intervals as needed. I suggest using no more than 6
seconds because of room limitations, the pucks may run out of air, and it will
interfere with an activity that takes place later. If you use a dynamics cart then space
is also a limitation. You may need to add mass to the puck, to control its
acceleration. There is also a place on the chart to record the puck number (placed
on the pucks with a magic marker or with masking tape). This is to insure that for
Part II of this activity students get the same puck or cart back. This is an excellent
place to assign some entry level problems focusing on constant acceleration.
EXPLAIN and ELABORATE:
Once the data is collected you should have conversations about methods that were
used among the groups. A sample of discussion questions:
 Briefly explain the procedure you used.
 What steps of your data collection introduce procedural error?
 Upon reflection, what is the best way to start the car from rest?
 Explain the procedure you used to measure distances. How could that
procedure be improved?
 Discuss what is happening to the slope of the position vs. time graph. Be
sure to explain why this graph is so different from the graph in Activity 1.
EVALUATE:
Students should use their data to generate a position vs. time graph. Once the
points are plotted they can add their line of best fit and determine the equation that
fits their curve. Lead them into a discussion of the meaning of the shape of this
position vs. time graph (slope = velocity). Include in the discussion what it would
mean to have a zero slope and what it would mean to have a vertical line (no slope).
A handout for students is included on the next page.
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Activity: Moving on Air II (Position vs. Time with Constant Acceleration)
Name: ____________________________________
Observations:
1) Does the velocity of the object change? If yes, is the change small or large?
2) Does the distance traveled for each constant time interval the same? Why or why
not?
3) What affects the velocity of the object? Explore and see what situation makes it
easiest for you to mark positions of the object every 1 or 2 seconds.
Results:
Puck #
Time (s)
Run 1
ΔX1(m)
Run 2
ΔX2(m)
Run 3
ΔX3(m)
Averages
ΔXAVG(m)
Explain: Explain the procedure you used to measure distances. How could that
procedure be improved?
Evaluate: Use your data to generate a position vs. time graph. Once the points are
plotted can add your line of best fit and determine the equation that fits your curve.
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Teacher guide for Finding Acceleration due to Gravity
LEP Objectives:
 Verbally or in written form define the term misconception and make a
prediction of the relationship between mass and acceleration.
 Verbally and in written form, brainstorm predictions and out comes after
dropping objects of varying masses.
Teacher Notes
This is an introductory activity for acceleration due to gravity. It is designed to correct
the common misconception that an object’s mass affects its acceleration due to gravity.
Students drop objects with varying masses to determine the relationship between mass
and acceleration due to gravity.
The following is a web-based video segment that can be used as an alternative or
enrichment activity:
http://ocw.mit.edu/OcwWeb/hs/physics/a/index.htm
EXPLORE
Students are asked to work together to develop a procedure to determine the
acceleration due to gravity on their school’s campus. The following materials should be
made available during this activity: tennis balls (or any other small object that can be
dropped), stopwatches, measuring tapes or meter sticks. When choosing a site for this
activity, keep in mind that students will likely have less error the longer the object is in
the air. For this reason, it is best to drop the objects from a high point, such as the top
of the bleachers.
EXPLAIN
Post lab questions are designed to help students process the data they collected and
develop their understanding of the factors that affect acceleration due to gravity.
EVALUATE
After completion of the post lab questions, students should compare data and analysis
with another group. During this time, the teacher should circulate between the groups
and help to guide discussion. This is an excellent time to have them critique one
another’s lab methods and develop a better way to conduct the experiment. At this
time, it is appropriate to assign problem sets using the following equation: xf = xi + vit +
1/2 at2
Key to Finding Acceleration due to Gravity questions
Pre-lab
1. Any high points such as bleachers are appropriate.
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2. stopwatches, measuring tape, objects to drop
3. time, distance traveled, initial velocity
4. answers will vary
5. answers will vary
6. answers will vary
Post-Lab
1.
answers will vary, but should be near 9.8 m/s2
2.
no, it would be different at the poles, in high mountains, and below sea level
3.
answers will vary. Students should use 9.8 m/s2 as the theoretical value and
the average they calculated for #1 as the experimental value
4.
reaction time, other inaccurate measurements
5.
student answers will vary, but should center on ways they could improve their
techniques
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Lab: Finding Acceleration due to Gravity
Objectives:
 design an efficient, accurate experiment
 collect, record, and analyze data
 choose and apply appropriate equations
 apply the concepts learned in class to determine the value of acceleration due to
gravity on the campus of our school
Pre-Lab Questions (no pre-lab = no lab!)
1.
What areas of the campus would be appropriate for this experiment? Why?
2.
What equipment will you need to complete this experiment?
3.
What types of data are appropriate to collect during this experiment?
4.
Briefly outline the methods you intend to use to complete this experiment.
Keep in mind that there are multiple ways to do this, and there is no one
correct method.
5.
What safety concerns are associated with your experiment?
6.
What are some possible sources of error in this experiment? What can be
done to reduce error?
Data (feel free to create your own table if this one does not work for you)
Trial 1
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Trial 2
Trial 3
Analysis: Show all calculations
Trial 1:
Trial 2:
Trial 3:
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Post-lab Questions
1.
According to your experiment, what was the average acceleration due to
gravity?
2.
Would you expect acceleration due to gravity to be the same everywhere on
earth? If not, where might it be different?
3.
Using the following equation, calculate the percent error in your experiment:
% error = (theoretical – experimental) x 100
theoretical
4.
What factors may account for your percent error?
5.
How could your experiment be improved?
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1. Teacher Guide for Mass and Acceleration due to Gravity
ENGAGE
Before beginning the activity, have students write down a prediction for which object in
each of the following pairs would be expected to hit the ground first if they are dropped
at the same time from equal heights:
a. baseball or bowling ball
b. wadded piece of paper or an orange
To facilitate discussion, this could be done as a think, pair, share activity with their lab
partner.
EXPLORE
Students work in pairs to test the effect of mass on acceleration due to gravity. Provide
a variety of objects that can be dropped as well as stopwatches and measuring tapes so
that data can be collected. When choosing a site for this activity, keep in mind that
students will likely have less error the longer the object is in the air. For this reason, it is
best to drop the objects from a high point, such as the top of the bleachers. During the
activity, walk around and interact with the students to ensure that they are thinking
about the necessary concepts.
EXPLAIN
The post lab questions at the end of the lab are designed to help the students make
sense of their observations.
EVALUATE
Students should compare their data and answers with those of another group. This is
an excellent opportunity for them to discuss any differences and clear up
misconceptions. At this time, it is appropriate to assign problems that use the following
equations: xf = xi + vit + 1/2 at2 and vf2=vi2 +2ax
Key to Mass and Gravity Lab
Pre-lab questions are provided to help students begin thinking about the concepts
involved in the lab. The correct answers are provided, but students shouldn’t
necessarily be expected to answer them correctly before doing the lab.
Pre-Lab
1. Most students will say that mass does affect gravity, and will predict that the
heavier object will hit the ground first. Both objects actually accelerate at the
same rate, therefore they have equal velocities.
2. Light objects will be affected more by air resistance and wind.
3. Yes, if they aren’t it isn’t a valid comparison.
4. Initial velocity is zero because it is starting from rest.
5. Various answers about not dropping items on people.
6. Human error, reaction time, air resistance, not dropping items from exactly the
same height.
Post-lab
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1. No. (there may have been a very small difference that can be attributed to slight
differences in initial height or reaction time).
2. Students should explain at this time that there is no relationship between the
mass of the object and acceleration due to gravity.
3. At the instant before impact, all three objects should have the same final velocity.
4. Sources of error will vary, but should include things like reaction time, not starting
all objects from the same height, and external factors like wind.
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Investigation: Is acceleration due to gravity affected by mass?
To determine if mass effects acceleration due to gravity, we are going to go to the
stadium and drop objects with different masses. By comparing the time it takes for the
different objects to hit the ground, we can determine whether their masses matter.
Pre-lab questions:
1.
Do you think the mass will have an affect? Which would you expect to fall
faster, a bowling ball, or a tennis ball?
2.
Why might it be a bad idea to use an extremely lightweight object, such as a
piece of paper?
3.
Is it important to drop each object from the same height? Why or why not?
4.
When an object is dropped, what is its initial velocity? Why?
5.
What are the safety concerns for this lab?
6.
What do you think will be the significant sources of error? How can you help
prevent error?
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Data Tables
Trial 1
Mass 1: (kg)
_________
Mass 2: (kg)
_________
Mass 3: (kg)
_________
Mass 1: (kg)
_________
Mass 2: (kg)
_________
Mass 3: (kg)
_________
Mass 1: (kg)
_________
Mass 2: (kg)
_________
Mass 3: (kg)
_________
Time (s)
Trial 2
Time (s)
Trial 3
Time (s)
Post-lab
2. Was there a significant difference between the times it took for the three masses
to hit the ground?
3. How can you determine the relationship between mass and gravity using the
information you gathered (don’t do this mathematically; explain the concept)?
4. Without doing any calculations, what could you predict about the velocities of the
three objects just before they hit the ground?
What were the actual sources of error? How could this experiment be improved to
reduce error?
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Teacher’s Guide to Crazy Car Construction
This activity is designed to be an inexpensive, fun activity that allows students to apply
the fundamental concepts of physics to a practical problem. As it is written here, it is
designed to be used with Unit 1: One Dimensional Motion, but it could easily be
modified to be used with Unit 4: Energy.
Engage: This activity is designed to set up a friendly competition within the class to
increase interest in the concepts of motion. The structure of the activity allows students
to incorporate their prior knowledge and to develop questions about the design of the
car and how that relates to motion. Once the project has been introduced, a class
discussion should be used to help students to start brainstorming ideas for their cars.
Students should discuss the following: materials to be used for the car’s body, methods
of propulsion, materials to be used for wheels, external factors that might affect the
cars.
Explore: During this activity, students work in small collaborative groups to design and
test small cars using household materials. The structure of the activity forces students
to make predictions (eg. The car will travel further if we give it large wheels; etc), test
those predictions, and use the data gathered to create a product.
Explain: The written component of this project allows students an opportunity to
analyze all of the cars in the class, and determine why the winning designs were so
great. They should be encouraged to really look at the mechanism that makes each car
work, so that a true analysis can be completed. After the competition, time should be
allotted for the different groups to look at one another’s cars, and to ask questions of
each other.
Elaborate: In the written component of this activity, students should be required to
analyze the performance of their car, and to explain the ways that it could be improved.
Evaluate: Because this activity contains both a physical product and a written analysis
of the competition, it allows students to showcase their knowledge in a variety of ways.
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Crazy Car Construction Design Brief
Mission: You will build a car that will run faster and farther than any other car in the
class. When placed at the starting line (on the floor), the car must start under its own
power. You are allowed to have some sort of trigger device or switch that will start the
car; however, the trigger device must be independent of your body. The initial
movement may not come from a push, pop, or kick on your part.
Regulations:
1.
2.
3.
4.
5.
No rockets, animal powered vehicles, or motors are acceptable.
No CO2 cartridges.
NO BATTERIES.
You may not build the car from a kit (that includes the body). You must make it
yourself. You may NOT use Kinex pieces.
Propulsion mechanism must be internal. (that means no ramps)
Evaluation:
Rough Drawings and Ideas: (10 points)
Before beginning construction, each group must submit a detailed proposal of
what their car will look like and how it will run. This needs to include
measurements, labels, and descriptions. (Due _________________)
Practice run: (10 points)
For the practice day, you are expected to have your completed product with you.
If your car is not ready at this time, you receive 0 points for this portion of your
grade. If the car is here, and it moves, you will receive 10 points.
Car’s Performance: (10 points maximum)
1 point for each car length the car moves
We also will have a competition in the following categories:
fastest car
greatest distance traveled
greatest distance traveled relative to car length
Most original/attractive (this will be judged by a panel of teachers)
Winners will receive extra credit points.
Originality: (20 points)
Be creative! A rectangular block of wood is not creative, and will not get points
for creativity. The higher the quality of your car’s design and construction, the
more points you will receive for this component.
Data Evaluation: (50 points)
You are required to collect and analyze data from your car’s performance. You
will be required to write a paper compiling data from all of the cars, explaining the
physics behind your car, and an explanation of why you think the winning design
won. More information about the written component will be provided soon. The
final race will be on _______________________.
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EVALUATE:
ASSESSMENT: Unit One
Name:
Part 1: Position vs. time
Use the following graphs to answer the questions 1-5.
_______ 1. Select the graph(s) where velocity is positive and constant.
_______ 2. Select the graph(s) where velocity is negative and constant.
________3. Select the graph(s) where velocity is increasing.
________4. Select the graph(s) where acceleration is zero.
________5. Select the graph(s) where velocity is zero at t = 0 seconds.
Part 2: Velocity vs. time
Use the following graphs to answer questions 6-9.
________ 6. Select the graph(s) where acceleration is constant.
________ 7. Select the graph(s) where acceleration is always changing toward the
negative direction.
_______ 8. Select the graph(s) where acceleration is zero at a point in time.
________ 9. Select the graph(s) where the acceleration has a magnitude of 2 m/s 2.
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ASSESSMENT: Unit One
Name: TEACHER KEY
Part 1: Position vs. time
Use the following graphs to answer the questions 1-5.
____A__ 1. Select the graph(s) where velocity is positive and constant.
____C__ 2. Select the graph(s) where velocity is negative and constant.
____B___3. Select the graph(s) where velocity is increasing.
_A & C_ 4. Select the graph(s) where acceleration is zero.
____B__5. Select the graph(s) where velocity is zero at t = 0 seconds.
Part 2: Velocity vs. time
Use the following graphs to answer questions 6-9.
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__B & C_ 6. Select the graph(s) where acceleration is constant.
___A___ 7. Select the graph(s) where acceleration is always changing toward the
negative direction.
___A___ 8. Select the graph(s) where acceleration is zero at a point in time.
___B___ 9. Select the graph(s) where the acceleration has a magnitude of 2 m/s2.
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