Using students' step length to understand the relationship between distance, speed and acceleration. Includes graphing of data and interpretation of graphs.
Students analyze the relationship between wheel radius, linear velocity and angular velocity by using LEGO(TM) MINDSTORMS(TM) NXT robots. Given various robots with different wheel sizes and fixed motor speeds, they predict which has the fastest linear velocity. Then student teams collect and graph data to analyze the relationships between wheel size and linear velocity and find the angular velocity of the robot given its motor speed. Students explore other ways to increase linear velocity by changing motor speeds, and discuss and evaluate the optimal wheel size and desired linear velocities on vehicles.
A video tutorial which demonstrates how average velocity can be shown using a positive or negative sign. [4:17]
This lesson explains how average velocity can be represented by a positive or negative sign. It is 1 of 2 in the series titled "Average Velocity & Sign Notation." [6:44]
This activity is a lab investigation where students design a balloon car to collect data about speed and velocity.
Bernoulli's principle relates the pressure of a fluid to its elevation and its speed. Bernoulli's equation can be used to approximate these parameters in water, air or any fluid that has very low viscosity. Students learn about the relationships between the components of the Bernoulli equation through real-life engineering examples and practice problems.
Students will be able to determine a way to change the direction of a moving object by conducting a simple experiment. Included in this lesson are videos of the activity in action, a printable recording sheet, pictures of the set-up for the experiment, and discussion questions.
This is part 2 of a two-part lesson on understanding how speed changes when two objects collide. Students will conduct an experiment, collect data, and draw conclusions about the changes in energy that occur when objects collide. Resources included in this lesson are classroom videos, a student worksheet, and an assessment rubric.
This lesson solidifies students' understanding of time to the hour (while enriching with basic geography content) and continues to build back up to 3rd grade goal of time to the minute.
This lesson provides an opportunity for visual learns to think about segments of time during the school day.
This Cyberchase video segment features Bianca, who must figure out the fastest route to a movie premiere.
Video [7:28] in which Paul Andersen explains in a clear and understandable way, that rotating objects have angular momentum.
Mr. Andersen shows you how to interpret a position vs. time graph for an object with constant velocity. The slope of the line is used to find the velocity. A PhET simulation is also included. [12:19]
Students build their own small-scale model roller coasters using pipe insulation and marbles, and then analyze them using physics principles learned in the associated lesson. They examine conversions between kinetic and potential energy and frictional effects to design roller coasters that are completely driven by gravity. A class competition using different marbles types to represent different passenger loads determines the most innovative and successful roller coasters.
This task operates at two levels. In part it is a simple exploration of the relationship between speed, distance, and time. Part (c) requires understanding of the idea of average speed, and gives an opportunity to address the common confusion between average speed and the average of the speeds for the two segments of the trip. At a higher level, the task addresses N-Q.3, since realistically neither the car nor the bus is going to travel at exactly the same speed from beginning to end of each segment; there is time traveling through traffic in cities, and even on the autobahn the speed is not constant. Thus students must make judgements about the level of accuracy with which to report the result.
Video provides examples of how to calculate speed and velocity. [11:45]
Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.
A narrated tutorial explains how to calculate the velocity of an object undergoing constant acceleration. [6:29]
Students apply their knowledge of linear regression and design to solve a real-world challenge to create a better packing solution for shipping cell phones. They use different materials, such as cardboard, fabric, plastic, and rubber bands to create new “composite material” packaging containers. Teams each create four prototypes made of the same materials and constructed in the same way, with the only difference being their weights, so each one is fabricated with a different amount of material. They test the three heavier prototype packages by dropping them from different heights to see how well they protect a piece of glass inside (similar in size to iPhone 6). Then students use linear regression to predict from what height they can drop the fourth/final prototype of known mass without the “phone” breaking. Success is not breaking the glass but not underestimating the height by too much either, which means using math to accurately predict the optimum drop height.
Watch three aerospace engineers explain how they work with experiments, simulations and wind tunnels to build and improve things that fly. Learn also about Ohio’s unique contribution to aviation history, from the airplane to the moon!
This site from Stanford University is on the topic of simultaneity in relativity.