>> Graphing Your Motion - Interpreting Distance-Time Graphs Use "in-house" matching graphs, showing range of distances from 1-4 meters in 10-sec time period. See planning notes: http://www.wsanford.com/~wsanford/gr8ps/04_red/01_graphing_your_motion/ 00_GYM_readme.txt mo-PODs How motion detector works: http://www.wsanford.com/~wsanford/gr8ps/04_red/01_graphing_your_motion/ GYM_motion-detector-PODs.txt >> Gravity's Pull - Investigating the Effects of Gravity See planning notes, 02_gravitys_pull re: Part 1 & Activity Extension: How Many [Fig] Newtons(R) in a newton? >> Keep on Truckin' - Analyzing Motion [Note: Need to streamline the following related activities.] Introductory Activities: Day 1 ----- Read background information, p. 7 RSLG. Use "Acceleramp(c)" to provide concrete experiences working with vocabulary: motion; reference point; speed; instantaneous speed; constant speed; average speed; and acceleration. Roll objects down ramp: softball; tennis ball; toy cars & trucks (provided by students). Fill-in data table; guide students thru calculations (average speed, "gate-to-gate" time interval, instantaneous speed). avg speed (s) = total distance (d) / total time (t) PROVISIONING - Build 3m-long ramp: 3+2 back-to-back ramps. [Use mini-C-clamps from Vernier motion detectors, minimum of eight (8). 2005 version used 13 clamps. Permanent set-up: Drill holes for nuts & bolts + washers; label parts (for ease of assembly).] - Borrow/buy softball (~10 cm diameter), tennis ball, etc. - Photocopy data table: KoT_data-table_v2.doc http://www.wsanford.com/~wsanford/gr8ps/red/keep_on_truckin/ Day 2 ----- Tie up loose ends, incl. showing students how to calculate average acceleration. Use "Spaceway Raceway(c)" to collect data for Part 1: Determining Speed, p. 9, and Part 2: Describing Change in Speed (Acceleration) p. 10. Provisioning: - 6 timers - Photocopy data table + graph paper for activity questions, p. 11. Alternate procedure: Use "Logger Pro" (or "Graphical Analysis") to create graph, e.g., KoT_Part2_v4_anal.xmbl To-Do's: * See RSLG re: layout of Part 1 & 2 data tables, ... p. 9 Trial Time (sec) 1 2 3 Avg p. 10 | Time (sec) | Distance (m) | Trial 1 | T2 | T3 | Avg Time | Calculated Avg Spd (m/s) 1.0 2.0 3.0 4.0 5.0 ***Modify data table to include data for -1 m to 0 m (top-to-bottom of ramp).*** ... plus formula for average acceleration. [Note: Formula not given in RSLG.] avg acceleration (a) = delta-velocity / delta-time ... or ... a = v(last) - v(first) / t(last) - t(first) (x) Double-check calculation of "instantaneous acceleration." Google Search: "instantaneous acceleration" Acceleration http://library.thinkquest.org/10796/ch3/ch3.htm Motion Along a Straight Line http://www.gamedev.net/reference/articles/article434.asp "Note: [In the formula, s = tot dist / delta-t,] The little line above the 's' denotes that value as being 'average.'" * Build aerodynamic target reflector card for army truck (a.k.a. the "Mean Green Trucking Machine" or more simply "Green Meanie"): Curved leading edge; flat back. Need canopy for bed. Day 3-4 ------- Day 3: mo-PODs Q. Reinforce understanding of potential & kinetic energy in relation to objects rolling down acceleramp(c). [Show VA SOL graphic: http://www.wsanford.com/~wsanford/gr8ps/red/VA_SOL_Graphics/0470.gif] A. potential energy (left skateboarder); kinetic energy (right skateboarder) Q. The location on the track where the train has the greatest potential energy is - [Show VA SOL graphic: http://www.wsanford.com/~wsanford/gr8ps/red/VA_SOL_Graphics/2990.gif (Caption: A train rolling down a hill.)] A. No. 1 (of 4 locations) - Tie up loose ends, incl. showing students how to calculate change in speed and instantaneous acceleration. - Answer activity questions (***need graph paper for p. 11***); review answers, pp. 9 & 11. Day 4: mo-PODs: Q. What is shown by a graph of distance vs. time? A. Speed Note: If line graph segment is straight, then speed is constant; if line segment is curved, then object is accelerating, either positively (curves upward) or negatively (curves downward). Q. What is shown by a graph of velocity (speed) vs. time? A. Acceleration - Repeat Day 3 loose ends. - A Day (or two) at the Races: Race-Off [velocity (speed) and acceleration] >> Laws of Motion: Activities - Applying Newton's Three Laws Thu., 17 MAR 2005 - Show Bill Nye video, "Motion," a good introduction to Newton's three laws of motion. While watching video, students take notes; synthesize notes; recopy, "Class Notes" on p. 19 RSLG. Fri., 18 MAR 2005 - Day 1 (of 2), "Activities." Stations 1-10; ~5 min. per station. Mon., 28 MAR 2005 - Day 2, "Activities." Add new stations: Activity 4 (balloon + straw); Activity 10 (film can + Alka Seltzer). Time permitting, begin review. F = ma a = F/m Tue., 29 MAR 2005 - Finish post-lab review. >> The Force of Friction - Designing Your Own Experiment "Friction" - Bill Nye video See also reference to "Friction" lab (rolling marbles across diff. sfcs.): http://www.wsanford.com/~wsanford/gr8ps/red/force_of_friction/bill_nye.txt ?Hovercraft Air Hockey? - See online planning notes: http://www.wsanford.com/~wsanford/gr8ps/red/force_of_friction/ hovercraft_hockey.txt >> Work Made Easy - Using Simple Machines Part 1 "Simple Machines" video Part 2 -- Pull-Ease -- A Door is a Lever Vernier Dual-Range Force Sensor: +/-10N; +/-50N Set-up laptop & lab interfacing equipment on student deskette. Set for +/-50N; connect to LabPro. Launch Logger Pro; Insert "Meter" (resize to full-screen). Tie a loop of string around both door knobs; attach hook (on end of force probe) to loop of string and pull steadily. Outer doorknob = ~10N max.; inner door handle (near hinges) = ~30N max. Google Search: door + lever + class lever: Definition and Much More From Answers.com http://www.answers.com/topic/lever P.O.D. - 13 APR 2005 [Two door handles....] >> Power to Do Work - Calculating Power >> Moving On - Transforming Energy A Follow-Up Demonstration: The Generator