Graphing 1D Kinematic Motion
Initial Publication Date: September 17, 2008
Summary
In this demonstration students are given a position, velocity or acceleration graph showing the motion of an object. They are asked to write a short description of the motion, and make predictions by completing the remaining two graphs. Using a motion detector, a fan cart or constant velocity vehicle, and a projector, the teacher will demonstrate the motion in real time.
CollapseLearning Goals
This activity is designed for students to:
1. Predict and understand the relationship between position, velocity and acceleration graphs.
2. Describe the motion of any object given one motion graph.
Vocabulary:
Slope
Displacement
Velocity
Acceleration
1. Predict and understand the relationship between position, velocity and acceleration graphs.
2. Describe the motion of any object given one motion graph.
Vocabulary:
Slope
Displacement
Velocity
Acceleration
Context for Use
I have used this activity with both regular and honors physics courses. It is completed one class period. The setup consists of a fan cart, a constant velocity toy, a track, and motion detector which is interfaced to the computer and projected on a screen. This activity falls at the end of our kinematics unit and is used as a review of one dimensional motion graphs.
Description and Teaching Materials
Before beginning the activity I show the students two vehicles that will create motion: the fan cart for acceleration, and a toy car for constant velocity. I then demonstrate that the motion detector can create a real time graph of any motion, projecting it onto a screen.
The attached lab sheet is given to the students. Students must study the first given graph and explain the motion of the object in the description column of the lab sheet. Next, the students draw two corresponding motion graphs of the same motion.
I have the students check with their neighbor for agreement. If there is not agreement they have a discussion of what the motion will look like and why. We then run the demonstration. Students are able to check their prediction with the outcome shown on the screen.
We continue the activity by students making predictions on the next given graph, checking with their neighbor, and again observing the outcome of the demonstration.
You can extend the activity by having students draw their own graphs. They can discuss the motion with their neighbor before running the experiment. PDF of Lab Handout (Acrobat (PDF) 18kB Sep17 08)
The attached lab sheet is given to the students. Students must study the first given graph and explain the motion of the object in the description column of the lab sheet. Next, the students draw two corresponding motion graphs of the same motion.
I have the students check with their neighbor for agreement. If there is not agreement they have a discussion of what the motion will look like and why. We then run the demonstration. Students are able to check their prediction with the outcome shown on the screen.
We continue the activity by students making predictions on the next given graph, checking with their neighbor, and again observing the outcome of the demonstration.
You can extend the activity by having students draw their own graphs. They can discuss the motion with their neighbor before running the experiment. PDF of Lab Handout (Acrobat (PDF) 18kB Sep17 08)
Teaching Notes and Tips
Practice all of the graphs beforehand. While the constant velocity vehicle is very easy to control, some graphs call for you to shove the fan cart against its inherent motion, which takes some practice. You may want to place a wire basket in front of your motion detector to insure that it will not get hit by either vehicle. Also be careful of the fan as it whips around. Having all three graphs in a column on the projector screen seems to really help students connect the motion to the graphs.
Share your modifications and improvements to this activity through the Community Contribution Tool »
Assessment
Students will complete the lab sheet along with description. This is great time for you as ask probing questions of the students as to why and how they arrived at their final graph. I like that the students have to write a description, explain the thinking process to a friend, and discuss the final result in class. By the end of the activity all students have a firm understanding of the graphs associated with both constant velocity and constant acceleration.
Standards
6.II.D.1-2 - Motion