Video tutorial uses information about take-off velocity and runway length to determine acceleration. [14:15]

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.

Students work as physicists to understand centripetal acceleration concepts. They also learn about a good robot design and the accelerometer sensor. They also learn about the relationship between centripetal acceleration and centripetal force governed by the radius between the motor and accelerometer and the amount of mass at the end of the robot's arm. Students graph and analyze data collected from an accelerometer, and learn to design robots with proper weight distribution across the robot for their robotic arms. Upon using a data logging program, they view their own data collected during the activity. By activity end , students understand how a change in radius or mass can affect the data obtained from the accelerometer through the plots generated from the data logging program. More specifically, students learn about the accuracy and precision of the accelerometer measurements from numerous trials.

This lab activity has students rolling a marble down a ramp to study position, velocity, and acceleration. Based on a experiment performed by Galileo.

Students prepare for the associated activity in which they investigate acceleration by collecting acceleration vs. time data using the accelerometer of a sliding Android device. Based on the experimental set-up for the activity, students form hypotheses about the acceleration of the device. Students will investigate how the force on the device changes according to Newton's Second Law. Different types of acceleration, including average, instantaneous and constant acceleration, are introduced. Acceleration and force is described mathematically and in terms of processes and applications.

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.

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.

Students learn how engineers gather data and model motion using vectors. They learn about using motion-tracking tools to observe, record, and analyze vectors associated with the motion of their own bodies. They do this qualitatively and quantitatively by analyzing several examples of their own body motion. As a final presentation, student teams act as engineering consultants and propose the use of (free) ARK Mirror technology to help sports teams evaluate body mechanics. A pre/post quiz is provided.

Students design and build devices to protect and accurately deliver dropped eggs. The devices and their contents represent care packages that must be safely delivered to people in a disaster area with no road access. Similar to engineering design teams, students design their devices using a number of requirements and constraints such as limited supplies and time. The activity emphasizes the change from potential energy to kinetic energy of the devices and their contents and the energy transfer that occurs on impact. Students enjoy this competitive challenge as they attain a deeper understanding of mechanical energy concepts.

Mr. Andersen describes motion as the movement of an object over time. An experiment in motion is used to calculate velocity and acceleration of a tennis ball. [8:46]

In the following video Paul Andersen explains for the position of an object over time can be used to calculate the velocity and acceleration of the object. If a net force acts on a object it will experience an acceleration. [7:55]

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]

Mr. Andersen shows you how to read a position vs. time graph to determine the velocity of an object. Objects that are accelerating are covered in this video. He also introduces the tangent line (or the magic pen). [13:01]

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.

A zip line is a way to glide from one point to another while hanging from a cable. Design and create a zip line that is safe for a hard-boiled egg. After designing a safety egg harness, connect the harness to fishing line or wire connected between two chairs of different heights using a paper clip. Learn to improve your zip line based on data. Attach a motion sensor at the bottom of your zip line and display a graph to show how smooth a ride your egg had!

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.

This screencast teaches students how to find the position of an object which is under constant acceleration. [5:58]