Unit 1: Motion - SAMPLE - bps-ok.org

1 INQUIRY PHYSICSA Modified Learning Cycle Curriculumby Granger MeadorSAMPLE of unit 1: MotionThis online SAMPLE includes the Teacher s Guide,Student Papers, and SAMPLE Notes for unit 1 of to order your copy of theentire curriculum today, complete with: 20 units 213 pages of teaching suggestions, includinganswers to the student assignments 124 student assignments across 290 pages, including26 labs (PDF format and also as both Word and WordPerfect files you can edit to your liking) 175 pages of SAMPLE notes covering each unit (all in PDF format as well as editable Word files you can customize to your liking) 9 high-quality presentations (all in PDF format as well as editable PowerPoints you can customize to your liking)

2 600 megabyte compressed file archiveVersion 2014 by Granger MeadorINQUIRY Modified Learning Cycle Curriculumby Granger Meador, 2010 unit 1: MotionTeacher s Guidethese TEACHER S GUIDES are copyrighted and all rights are reservedso you may NOT distribute them or modified versions of them to othersHowever, the STUDENT PAPERS, SAMPLE NOTES, and any PRESENTATIONS for each unithave a creative commons attribution non-commercial share-alike license; you mayfreely duplicate, modify, and distribute them for non-commercial purposes if you giveattribution to Granger Meador and reference MotionTeacher's GuideInquiry PhysicsKey ConceptsSpeed is the measurable rate of change in the position of an object.

3 Acceleration is the measureable rateof change in speed. Both graphical and numerical representations of position, speed, and accelerationcan be utilized to describe and predict PapersLab: Galilean Ramp (analyze Motion of ball/cart down a track)Worksheet A: Calculating Motion (initial Motion problems and a graph)Worksheet B: Interpreting Motion GraphsWorksheet C: Combining the Variables of Motion (formulating additional equations)Worksheet D: 1-Dimensional Motion ProblemsWorksheet E: Quiz ReviewIntroductionStudents are aware that such ideas as speed, velocity, and acceleration exist, but they are often unawareof how to distinguish one of those ideas from another.

4 Since the students are not proficient with theconcept of vectors, this investigation only uses speed. Do NOT feel compelled to introduce the velocityconcept here; that will come later in unit two. Tell the students that the symbol v will be used for speed toavoid confusion later key equations arise from this investigation:Average speed is the change of distance with respect to time, or Acceleration is the change of speed with respect to time, or If acceleration is constant, average speed is also given by INQUIRY PHYSICS TEACHER'S GUIDE FOR unit 1: MOTIONPAGE 2 OF 18 unit 1: Motion Lab.

5 Galilean Ramp, pages 1-3 Pre-LabPreface this lab with definitions, examples, and discussion of accuracy, precision (or tolerance, dependingon your text or personal usage), and parallax. Also instruct them on the proper use of significant figures,and refresh them on the basic metric system (SI) prefixes. Also refresh your students on the basicequations and graphical forms of linear, parabolic, and hyperbolic functions. This will help them interprettheir graphed data and develop the concepts regarding d vs. t, v vs. t, and a vs. t for each group (of 3 to 4 students):grooved wooden track OR air track OR other dynamics track with ball or cart, about to 2 m longif using a wooden track, a 7 mm groove should run lengthwise along the track for a steel ball( large ball bearing) to roll along.

6 A wooden block or other stop will be needed at the bottom ofthe trackring stand OR blocks to incline the trackball for wooden track (diameter $ 2 cm and mass $ 60 g) OR air track glider OR wheeled toy/cartmeter stick - show the students how to read the meter stick to as many decimal places(precision/tolerance) as possible; typically they'll be reading 3 to 4 significant figuresstopwatchmasking tape (unless track is ruled)PART ONE:Only pass out the first two pages of the lab to begin with; the third page is designed to be pre-loaded into aprinter for printing of a distance vs.

7 Time graph (or students can put a hand-plotted graph in that space). The fourth page is similarly designed for a speed vs. time graph, and will not be used until a day or twoafter the lab begins. Don t worry if your students can t use computers or calculators - later in this guideyou ll be shown how to handle a parabolic relationship without such the data collection, each group should set up the equipment in exactly the same way so that the classdata can be compiled, compared, and used to invent the concepts. Each student in a group should havean assigned role ( ball/cart release, timing, recorder, and ball/cart stop and return).

8 For this first lab,stress that students should check each other on their the students collect data, discuss with them the various experimental errors to be avoided orminimized, such as: which part of the ball or cart is to be held at the mark on the tape (the front, not themiddle or back), how should the release and timing be coordinated (verbal cue from timer), how theball/cart should be released (by swiping a pencil held in front of it straight down the track away from theball/cart, not pulling it upward or sideways to avoid backroll and spin), and why the longest run ismeasured first (because it is the one least affected by timing errors.)

9 The shorter runs where timing errorsare more significant are saved for the end when the experimenters are more practiced).PART TWO:The labs are written so students could, if desired, use the Graphical Analysis program from VernierSoftware ( ) to input and graph their data. Space has been left blank on lab pages 3 and4 so that they can be pre-loaded into a printer. Another option is for students to analyze the Motion usingMicrosoft Excel or another spreadsheet, or to graph the data by hand. I do NOT advocate usingprobeware to analyze the Motion , as this can easily short-circuit the development of the concepts.

10 Delayusing probeware until after unit two, when the vector concepts are in place; one can then have studentspredict and analyze Motion graphs collected as they move in front of a Motion using a calculator or computer to graph, first show the students how to use the machinery. Have themmake their graphs, get them approved, print them, and answer the questions on lab pages 2 and 3. In theapproval process, check that they have plotted (0,0); if they haven't, engage them in a discussion toillustrate its PHYSICS TEACHER'S GUIDE FOR unit 1: MOTIONPAGE 3 OF 18 unit 1: Motion Lab: Galilean Ramp, pages 1-3 What if my students do not have access to a computer or calculator for graphing?