![]() ![]() Technical information, teaching suggestions, and related resources that complement this Interactive are provided on the Notes page. Save the video and upload it to LoggerPro 6. Learners and Instructors may also be interested in viewing the accompanying Notes page. Measure the coefficients of friction, kinetic and static, with uncertainty for an object on a ramp. There is no accompanying activity sheet for this Interactive Setting Up 4.1 Saving Your Work 4.2 Load a Video 4.3 Set Movie Options 4.4 Set Origin & Rotate Axes. Users are encouraged to open the Interactive and explore. Tool Summary 2.1 Video Tools 2.2 Graph Tools 3. If the graphs of the ball's motion do not match the target graphs, then adjustments must be made to the ramp in order to create an accurate match. The built-in score-keeping (stars for completed graphs) makes this Interactive a perfect candidate for a classroom activity. ![]() The goal is to build the ramp with the correct heights and incline angles such that the roling ball moves with a motion that matches a provided position-time or velocity-time graph (the target graph). Method 2: Another method is to drag the mouse over the region of the graph that you want to enlarge. Then enter the Top and Bottom and values that you want. The Graphs and Ramps Interactive is a simulation in which learners build a ramp along which a ball will roll. Method 1: Double-click on the graph of interest and select the Axes Options tab. Plus, there was more reasoning and discussion about what the slopes and intercepts mean and how to model the situation rather than a focus on solving equations.Physics Interactives » Kinematics » Graphs and Ramps It was something that even students with weaker math/algebra skills could find accessible. It went well this way, and took about 40 minutes from start to finish. Then they tested their predictions and included their Desmos graph in their notebooks. Once the mistakes were realized, it was a quick fix in Desmos - much less frustrating than reworking a set of simultaneous equations. ![]() And still some groups used the y-intercept from their Logger Pro graph as their starting point instead of the starting point they were assigned. Some groups just used the sign from their Logger Pro graph (positive or negative, depending on whether they made their buggy move towards or away from the motion detector). Car speeds up while moving towards motion sensor. Organize your Logger Pro graph windows so they fit on one page, capture the screen and paste it into a Word file you will have to attach it to your lab report. Surprisingly, there were some interesting mistakes in this stage: Some groups didn’t use the proper sign for the slope to indicate a buggy heading north/south. Save the Logger Pro file for future reference. For me, the physics is in formulating the correct models to type into Desmos, not actually solving the set of simultaneous equations or graphing them by hand. Careful advance planning let us have a variety of collision scenarios - some head on, some where a fast buggy catches up to a slow buggy moving in the same direction.ĭesmos: Groups were then required to model the collision scenario in Desmos in order to determine the collision point. Position, not distance: Pairs of groups were then assigned a starting position relative to an origin (marked on the floor) and a direction of motion. They printed a copy of the graph and taped it into their lab notebooks. But gain for ( /2) ( / 2), friction would be zero. For > C > C energy would be lost due to work done by kinetic friction. At some critical angle C C, the ball starts slipping. This also reinforced the concept that the slope of a position graph represents velocity. Correct Answer - B::C For small angle of inclinations, ball rolls without slipping. They learned how to select portions of the graph and how apply a linear fit. Logger Pro: Students used a motion detector and Logger Pro to find the speed of their buggies. This year, I decided to shy away from the calculation aspects of the buggy collision lab and instead use the activity to get students more familiar with some of the digital tools we’ll be using throughout the year. In the end, one person in the group typically does the calculations while her partners just copy her work. Also, since only the separation distance is given, there isn’t much focus on the position of the buggy and students are less likely to use a graphical method to find the collision point. Groups that have poor experimental design or data collection techniques won’t calculate the correct buggy speed, which means they won’t accurately predict the collision point. It’s fun, but there are some frustrations. Once they calculate the answer, they are given their buggies back to test their prediction. Each group pair is then given an initial separation distance for their buggies and are asked to predict the point were the buggies will collide. Lab groups take data to determine the speed of their buggy, then the buggies are quarantined and groups are paired up. College-Prep Physics: Modeling Instruction’s standard lab practicum for the constant velocity unit is colliding buggies. ![]()
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