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| Learning Experience/Unit |
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| The “Do It Yourself Kinematics Lab” | | | | |
Learning Context/ Introduction:
Students have completed introductory labs on topics in kinematics (the physics of motion), using a Texas Instruments CBL/2 (Computer Based Lab) device connected to a TI 84Plus Silver Edition Graphing Calculator, with several Vernier Probes (Timing Gates, Force Meter, Motion Detector), and various kinetics carts and tracks. Now it is time for students to experimentally determine answers to their own questions about kinematics. To answer these questions, students will design and perform appropriate experiments, and submit standard lab reports pertaining to those experiments. Students will work in teams of two or sometimes three students.
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Essential Question:
With the equipment available, what question about kinematics can I answer experimentally? |
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Assessment:
There will be three vehicles for assessment of this lab. First, I will observe students interacting, planning and performing the experiment. This assessment will be somewhat subjective, but it is the only method to assess the students’ seriousness of purpose. I will assess the complexity and organization of the experiment with a simple rubric. Finally, I will assess the lab report itself with a rubric that I use for all written lab reports.
Lab Report Guidelines.
Lab Report Rubric. |
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Student Work:
Student 1 had fun with this lab, and did a lot of work to set it up, modifying a dynamics cart to be powered by a CO2 Cartridge. His results were not accurate, but his write-up was complete, and the lab was completed. Page 1, Page 2, Page 3.
Student 2 also had fun. She did a lab which was not too complex, but her write-up was complete, and quite humorous. Page 1, Page 2.
Student 3 merely made a sloppy copy of the work done by Student 2. Not acceptable! Page 1, Page 2. |
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Procedure:
Students are given the lab handout, and the intent of the lab is explained to them.
Students form teams (based on the usual priorities that students have for forming teams).
- Students begin the planning process, and try to devise a lab that will be either interesting, meaningful, or easy, depending on the students. I interact with the groups to try to direct them toward the interesting or meaningful experiments, and help them determine what sort of experiment and lab setup might help to support their hypotheses. This will take an entire lab period.
- At this point, students might make a list of equipment, draw a diagram of their lab setup, or sketch the sort of curves they will expect to get from their experiment. Students can ‘play’ with the Vernier Probes, CBL/2 and TI Calculator to see how they assembled, how the programs work, and how it is all integrated. This will take an entire lab period.
- Students are now ready to set up their experiments, make trial runs and begin to collect data. This will take an entire lab period, and most groups are unable to get meaningful data on the first try.
- During the last lab period available, students will quickly set up their experiments again, run several trials efficiently, and collect appropriate data to test their hypothesis.
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Related Resource:
Students use instructions that come with each Vernier Probe, and instructions in the book:
Physics with Calculators , by Kenneth Appel, John Gastineau, Clarence Bakken and Rick Sorensen.
Lab Instructions Handout:
Physics Lab #6 Oct. 31, 2006
Make Your Own Kinematics Lab:
Given:
- Dynamics Carts
- Dynamics Track
- Vernier Photo Gates
- Vernier Force Mater
- Vernier Motion Detector
- TI-84 and CBL/2
- Stopwatch
With this equipment, what can you determine about the speed / velocity / average speed / average velocity of a cart? What can you determine about the acceleration of gravity on this planet…to what degree of accuracy? Can you determine the mass of the cart experimentally…to what degree of accuracy?
- Design an experiment to determine the above information / values.
- Perform the experiment.
- Determine how well the experiment worked, and comment on it.
- Are there any other experiments that might derive further information?
- One formal lab write-up with your experiment described is required.
(I understand that there is relatively little information given for this lab. The lab's intent is to get you to think about the mechanics study that you have encountered to date in this class. Be creative!) |
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Instructional/Environment Modifications:
Students are given assistance as needed, with idea generation, equipment setup and use, and with interpretation of graphical output. |
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Duration:
Hypothesis Forming:
Students form teams and decide on a project. 1 lab period
Experimental Design:
Students determine procedure, equipment needed, and materials. 1 lab period
Testing:
Students set up equipment and run experiment. 1 lab period
Experiment:
Students revise experiment and collect useful data: 1 lab period |
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Reflections and Feedback:
When I have my students do this lab next year, I will try to make sure that their original hypothesis is not too simple to support. |
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| | Related Standards: | | | |  | | MST1.C.SI2D | | Students carry out a research plan for testing explanations,
including selecting and developing techniques, acquiring
and building apparatus, and recording observations as
necessary. (Note: This could apply to many activities from simple investigations to long-term projects.)
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| | | Submitted By: | Randy Sanders, Educator
| | St. Lawrence-Lewis BOCES |
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