Constant Velocity is Hard!

Physical Science worked on a lab that had students examine graphs of their own motion and, in a difficult twist, copy the motion described by graphs give to them. Using a motion detector, students examined distance-time and velocity-time graphs of slow and fast motion and then were given distance-time and velocity-time graphs that they had to act out in real time. The computer traced their actual motion against the "recipe" and students had to refine their technique to match the graphs as best they could. So, everyone got a lot of practice interpreting motion graphs and getting a feel for what these graphs are actually describing. Tomorrow, more with motion and perhaps a little peek at acceleration...

Honors Physics took one last look at their Projectile Motion lab before jumping into vector operations. Vector combination and resolution were discussed, as was the combination of non-perpendicular vectors. Tonight's homework will allow opportunities to practice all these techniques before use them to help analyze examples of projectile motion.

Physics B and F went over their vector worksheets before turning attention to horizontally-launched projectiles. Knowing something is a horizontally-launched projectile puts some information in your back pocket - the horizontal velocity remains constant, the vertical accelerations is free-fall acceleration and the initial velocity in the horizontal direction is 0 m/s. That helps tremendously with problem solving. We took time also to explain what is and what is not a projectile and explore why projectile motion takes the path of a parabola. Tomorrow, Physics B will move into the area of projectiles launched at an angle and Physics F will conduct their lab investigation for projectile motion.

Homework

Honors Physics: Practice 3A #1, 3; Practice 3B #2, 5, 7; Practice 3C #2, 3, 4
Physical Science: Complete Graphing Your Motion lab write up
Physics B: p. 41, 42 in Packet #29, 30, 39
Physics F: Read Projectile Motion lab protocol sheet