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CT) AP Physics 1 Workbook

Kinematics

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Wnte d more general equdlion for the cdr using sldJH.lcird phyi:ocs symbols(.\, \1,. dnd I),

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Th?"'?" undor ~ v?loclly vs. tnllP g1aph 1Ppresen1s th? tiisrlae~t, (Hint : Check umts!)

Graphs of Velocity

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SP 1.1, 1.4, 2.1, 2.2

Prepare

This scenario can be demonstrated by releasing a cart from rest at the top of an incline with a motion sensor on the track to record the velocity as a function of time. Students could also use a fan cart and motion sensor to recreate this graph.

Teach

Problems that are extremely difficult to solve with equations can become much simpler to analyze with graphs. The better your students become at using graphs as evidence for claims, the better prepared they will be for the AP Physics 1 Exam.

Assess

To further assess student understanding of the concepts addressed in this scenario, you may want to ask students the questions below:

Two objects start from the same position at the same time from rest but with different magnitudes ofpositive accelerations. Sketch displacement vs. time, velocity vs. time, and acceleration vs. time graphs for the two objects. Explain your reasoning in creating the graphs.

What's the point?

There are so many ways to analyze a graph! The three ways shown here are 1) reading a quantity directly off the graph, 2) analyzing the slope, and 3) analyzing the area under the curve. When given a graph, think about the meaning of all the different pieces of information presented there!

I Teacher's Edition 20

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