Double Period:
Read this post before doing this activity next year: http://pedagoguepadawan.net/141/cvbuggylab/
Have TB in front of room and have students watch back and forth motion.
Make observations and ask, "What can we measure?" Is there a difference between distance and position? What does time mean as a variable? Better to think of it as clock reading. In groups of 3 or 4 have students gather data using a TB, meterstick and stopwatch (phone) To determine the relationship between position and time for two buggies traveling at different speeds. Groups will decide on their own about how to set up the experiment. They will each record data in their lab notebook and create a WB presentation that will be given to the group. The WB must contain the following: diagram of the experimental set-up, properly labelled graph, slope calculation, algebraic representation, written description of relationship, names of group members. Data tables can remain in notebooks.
Try this wording next time: To graphically and mathematically model the relationship between position and time for two buggies traveling at different speeds.
No WB presentation for this activity. I think it is too straight forward. Check in about conclusions with group before the next part. HW will be for students to complete a lab report (NOT in notebook). Criteria will be handed out to describe what is required (available on Blogger). Write-ups due on Thur/Fri (single period).
Double Period:
With small WBs have students draw p-t and v-t graphs of various TB motions that I create at front of room or in hall. First start with just p-t graphs...various starting positions and direction of motion. Also two different speeds. Then have them sketch the v-t graphs for various motions. After each scenario have one pair explain their sketch. When they have gotten the hang of it, have the students come up with their own scenarios.
Work on lab reports.
Answer questions about lab write-ups.
Single Period:
Have objectives for this unit showing on the screen. This document will be available on Blogger. Possible opener on board about p-t graph...maybe draw the corresponding v-t graph for a couple of scenarios.
Sketch a p-t graph for the following scenario. Assume that all the locations are along the same street. Label the different parts of your graph and list any assumptions that you made. After making a p-t graph, sketch the corresponding v-t graph. Discuss with your table partner.
Mike McGill is hungry for a QFC donut. At 8 am he leaves NWS and walks east towards QFC. He stops to chat briefly outside Kaladi with a parent on his way. He buys a chocolate glazed donut at QFC and then heads back to school. However he goes past the main building and walks all the way down the hill to the convention center before realizing his mistake! At the convention center he immediately turns around and walks back to school.
Students will copy opener into lab book and solve. Explain meaning of area under the curve for a v-t graph.
Assign HW#2...from Kelly, Worksheet #1 and #2...4 sides. Can get started on it in class. Volunteers to present on Monday/Tuesday.
Double Period:
WB HW#2...
Go over objectives...Quiz on Thur/Fri
Position graphs wksh
TB Challenge activity...it would be great to do this with a different kind of constant motion toy/vehicle. Wind-up robots?
Create a CVM summary on WB and photo it...like this:
https://plus.google.com/photos/101034421593547481364/albums/5517864114778632225?banner=pwa
Double Period:
More practice problems. Logger Pro introduction and practice.
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