Velocity

 Week two in physical science is velocity. Monday began with a 30 meter RipStik run.


The run was along the usual stretch of sidewalk.


A poster pad was used in the field to share the data.


The run suffered from some slowness once I hit the flats in front of the faculty building. If we had a skate park I could generate a far more complex curve.

Wednesday began in the classroom with an explanation that the goal was to gain a sense of speed magnitudes in the metric system and to become more familiar with using a stopwatch. This sets up the lab on Thursday for success. 


A brief introduction in the classroom was followed by walking.

Saya on the lead

The same 30 meter stretch is used.


I used the same pad but added d₁~v₁t₁, the same formula the students will use the next day.


Thursday morning I rolled the slow and medium ball. Renay proved to be a very accurate ball returner, so I put her in charge of the fast ball. In the 8:00 class the timing distances used were one meter intervals on the slow ball, two meters on the medium, and three meters on the fast ball.

Adelina and Christel confer over their data: doing science


In the 11:00 class I again bowled the slow and medium speed rolls. Johnston had a very high speed return, so he took over for the fast ball. His bowling was faster than the students could time on three meter intervals, so the timing intervals were increased to five meters. 

Comparing data notes in the field, a science dialog by engaged students


This term I took photos of student data and then used Files by Google to upload the screenshots to the Workspace Google Photos account which I pulled down on the Chromebase in A101. This is a new procedure but allowed me to get the graphs up more quickly in A101.

The results of the 11:00 class included a 7.5 m/s fast ball from Johnson.


This term the class returned to the classroom. 


Boards at the end of the 11:00 class.




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