Big Idea 3
Learning Objectives: 3.A.1.1,3.A.1.2,3.A.1.3
Upon completion of this unit, you should be able to:
Lab Activities:
Learning Objectives: 3.A.1.1,3.A.1.2,3.A.1.3
Upon completion of this unit, you should be able to:
- analyze motion in terms of its components and apply the kinematic equations to components of motion.
- learn vector notation, add and subtract vectors graphically and analytically, and use vectors to describe motion in two dimensions.
- determine relative velocities through vector addition and subtraction.
- analyze projectile motion to find position, time of flight, and range.
- What advantages are gained from the use of vectors, as opposed to scalars?
- How is velocity fundamentally different from speed, and why is this difference important when solving kinematics problems?
- ow can accelerated motion in one and two dimensions be described qualitatively, quantitatively, and graphically?
- Why is free fall considered a special case of accelerated motion?
- Homework 1 - #01.01.01,
- Homework 2
Lab Activities:
- Instructional Activity: Match the Graph Investigation – Students work in teams of two or three to determine how a team member must move relative to a motion detector to produce a motion that matches a set of given graphs: position versus time, velocity versus time, and acceleration versus time. Science practices 1,2,4,5
- Horizontal Projectile Lab – Using the kinematic equations, students will determine the speed of a ball rolling across the lab table. Knowing the speed of the ball and the height of the lab table, students will then predict how far the ball will fly when allowed to roll off the table. Science practices 1,2,4,5
- Shoot the Target Investigation - Given a projectile launcher, a projectile, and a meterstick, students design an experiment to determine the initial velocity of a projectile and the angle at which the maximum range can be attained. As a challenge, the students are asked to predict where the projectile will land. Science practices 1,2,4,5