Uniformly Accelerated Motion

Week of Oct 22: Last week of quint...Catlin Gabel
Double Period
Try this...http://fnoschese.wordpress.com/2011/12/06/a-graph-to-visualize-average-velocity/

OR...

Paradigm Experiment: Have cart set up in front of room to be rolling down a ramp per (http://kellyoshea.wordpress.com/2011/11/08/building-the-constant-acceleration-model/). Ask for observations about the motion...is it CVM? How about BFM? Have students predict and sketch what the velocity-time graph would look like (NOT the position-time, yet). Collect data to show on SmartBoard. Predict what will happen to the graph if the board is raised/lowered. What does the slope represent? Ask this and give time to write answers on WB...don't just yell out. What are some ideas from students about things to try to get a different shaped graph. Could the slope be negative? How could the slope be zero? etc. Do several trials in front of everyone until they get a good sense of what the graph is showing.

Then ask...what does the sign of the slope represent? What about the area beneath the graph? At some point show them and discuss the position-time graph. Emphasize that it is NOT exponential! Then do the "Walk a Graph" just like Kelly describes.

Double Period:
Lab Extension: Increasing and Decreasing Speed (pg 1-2) activity together and/or Development of Accelerated Motion Representations (http://www.modelingphysics.org/consta/sframe.htm)

Single Period:
Discuss rocket project and determine teams.
Stacked graphs from Kelly's packet pg 10-11. Log in via Scribd.