Students were first given a pre-test on Speed and Velocity.
(see attachment S/V)
We then started this unit by taking notes on speed, velocity
and
>acceleration and discussing the main points that were
covered in the Speed
>and Velocity portion of the Force and Motion unit
that Maria and Lindley
developed with help from Rachel and me. For example,
students were given
some instruction on the difference between speed, velocity,
and
acceleration, and were familiarized with the difference
between path and
displacement using vectors. There was also some
discussion of the
difference between scalar and vector quantities.
Students then did a lab activity called "Hot Wheels" where
they noted the
distance traveled by a toy car at different time intervals
after being
released from the top of a ramp. After performing
the activity a lab
write-up was required and I decided that they needed
some extra help in
understanding the set up of the data table and the acceleration
calculations for time intervals. I therefore created
a "Tip sheet" to
assist them.(see attachment HW and HWT)
We then went to the computer lab and spent a 2-period
block of time working
on the Speed and Velocity portion of the Force
and Motion. This required
students to complete Worksheets 1, 2, and 3 in the on-line
lesson, as well
as to visit a few websites that they are directed to
as they work through
the questions. I wrote up a worksheet to guide
them as they went through
the activities.(see attachment OLP) This worksheet
has all of the
questions and directions that are given to students on-line
and provides
them with a place to record their answers/observations/data.
Students were then given the post-test on Speed and Velocity.
This test is
exactly the same as the pre-test that was given.
Even though we are unable to get any more computer time
this year, I am
wrapping up my Motion and Force unit with a discussion
of the forces of
friction and gravity and an overview of Newton's Laws
of Motion. We have
done an activity called Body at Rest/Body in Motion (see
attachment BRBM)
which I adapted from TOPS last year and revised this
year with
suggestions/changes from Lindley. I also have had
students do an activity
that I got from a text called, "Will An Elephant Fall
Faster than a
Mouse?". Unfortunately, we do not have time to
do the related on-line work
or to go into much depth. Students will be tak}}{
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