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thesis entitled

TECHNOLOGY’S IMPACT ON STUDENT
UNDERSTANDING AND RETENTION OF
MOTION AND FORCES

presented by

JAMES FRANKLIN PRESTON

has been accepted towards fulfillment

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Masters of degree in Interdepartmental Physical
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1.21“"-

TECHNOLOGY’S IMPACT ON STUDENT UNDERSTANDING AND
RETENTION OF MOTION AND FORCES

By

James Franklin Preston

A THESIS
Submitted to
Michigan State University
In partial fulfillment of the requirements
for the degree of
Master of Science

Interdepartmental Physical Science

2008

ABSTRACT

Technology’s Impact on Student Understanding and Retention of Motion and Forces

With the increasing expectations put on students by both state and federal
governments, teachers nationwide are including innovative methods into their
classrooms. The possible inclusion of an online experience to be added to the graduation
requirements prompted this research to explore the effects of implementing an online
course management system (LON-CAPA) in conjunction with the utilization of
calculator based labs (CBLs) using Vernier Labpro technology.

The intention of this thesis is to explore the effectiveness of including different
types of technology on student understanding and retention. These techniques were
introduced to high school physical science students during the units of force and motion.
The sample student body consisted of 121 total ninth and tenth grade physical science
students, 97 of which consented to the use of their data for this study.

The use of LON-CAPA significantly increased the amount of time students spent
completing their individualized homework problems, which resulted in higher student
achievement on similar problems on assessments. The electronic whiteboard kept the
students attention, and, as a result, students were much more engaged in discussions. The
calculator based labs were used to aide in student comprehension of graphical analysis.
While the students enjoyed using the labpro technology, students’ graphical analysis

skills were not found to be significantly increased.

ACKNOWLEDGEMENTS

I would like to thank both Drs. Merle Heidemann and Ken Nadler for their
support and guidance during this study. My classmates, Mike Bause and Andy Moore,
were invaluable in their computer knowledge, assistance and diligence, keeping me on-
task. I would also like to thank my colleagues, Michele Ellis, Bill Struck, Carmen
Napolitano, as well as the rest of the staff and student body at Williamston High School,
without whose help, this study would not have been possible. Finally, I would like to

thank my wife, Roxanne, for her patience and support.

TABLE OF CONTENTS

 

C_hagter Page
I. Introduction
Learning ON—Line - Computer Assisted Personalized Approach ....... 2
Computer Based Laboratories ................................................ 5
Use of Technology in the Classroom ........................................ 7
Context: Physical Science .................................................... 9
II. Implementation
Unit Plan ........................................................................ 11
Description of Activities ...................................................... 13
III. Results
Pre-test and Post-test .......................................................... 19
LON-CAPA Problem sets ..................................................... 20
Graphical Analysis Problems ................................................ 21
Electronic Whiteboard ......................................................... 22
IV. Discussion
Effectiveness of LON-CAPA ................................................. 27
Qualitative Assessments of CBLs vs. Traditional Labs ................... 29
Use of the Electronic Whiteboard ............................................ 30
Conclusions ..................................................................... 3 1
Future Goals .................................................................... 32
Appendices ........................................................................................ 33
Appendix A: Internet Survey ......................................................... 34
Appendix B: Objectives ............................................................... 35
Appendix C: Assessments .............................................................. 36
C-1 — Pre-Test and Post-Test ........................................ 36
C-2 — Speed Calculations ............................................ 40
C-3 — Motion LON -CAPA Problems ............................... 42
C-4 - Speed, Velocity, Acceleration Practice ..................... 46
C-5 — Motion Graphs ................................................... 48
C-6 — What is Motion? ............................................................... 50
C-7 — Determining Speed, Acceleration ............................ 52
C-8 - Motion Quiz ..................................................... 54
C-9 — Force LON-CAPA Problems ................................. 57
C-10 — Force and Friction Problems ................................. 64
C-11 — Working with Forces .......................................... 65
C-12 - Motion and Forces Unit Test ............................... 66

iv

Appendix D: Lab Activities .......................................................... 7O

D-l — Motion Lab ...................................................... 70
D-2 — Acceleration Lab ................................................. 76
D3 — Air Resistance Lab .............................................. 80
D-4 — Friction Lab ....................................................... 84
References ........................................................................................ 87

CHAPTER I

INTRODUCTION

Today’s society is inundated with technology, with computer applications,
web-based programs and multiple personal communication devices. Students need to
be prepared for using technology in the workforce. The No Child Left Behind act has
heightened the awareness for the importance of effectively integrating technology into
the classroom (North Central Regional Educational Laboratory, 2008). Effective
integration of educational technology is a necessity in all curricular areas, especially
science.

There are multiple types of technology that can be integrated into the
classroom setting to enhance instruction and retention of curriculum. As reported by
the North Central Regional Educational Laboratory,

“Students can learn “from” computers - where technology is

used essentially as tutors and serves to increase student basic skills and

knowledge; and can learn “with” computers, where technology is used as

a tool that can be applied to a variety of goals in the learning process and

can serve as a resource to help deve10p higher order thinking, creativity

and research skills” (2008, p. 3).

The model that I prefer is to have students learn with computers through the
use of multiple types of technology in the classroom, while encouraging students to
problem solve and think critically about course content.

It is essential to use multiple formats of media to promote student learning and
retention. Multiple formats of instruction increase student motivation and interest in

classroom activities (NCREL, 2008). Students’ use of technology in the classroom has

a significant effect on learning. There is a direct correlation between the amount of

time spent using technology and students’ success as measured by their success and
responses on surveys (Krentler and Willis-Flurry, 2005). In the physical science
classroom, LON-CAPA, Calculator Based Laboratory Experiments (CBLs), and the
electronic whiteboard are effective means of technology to enhance student learning
and retention. “Instruction in classroom settings where technology is not often used
tends to be a whole-class approach, in which students generally listen or watch the
teacher. Instruction in classroom settings where technology is moderately used has
much less whole-class instruction and much more independent wor ” (Waxman and
Huang, 1996). Students in classrooms where technology was effectively used were
found to be on task significantly more of the time than students in classrooms in which
technology was infrequently used or in which technology was slightly used (Ibid,

1996).

Learning Online Computer Assisted Personalized Approach (LON-CAPA)
LON-CAPA offers personalized or individualized computer-generated
problems for students to solve. “Students are given instant feedback and relevant hints

via the intemet and may correct errors without penalty prior to an assignment's due
date” (Kortemeyer, 2003). Each student receives similar yet different problems to
solve, which leads to student-collaboration rather than student plagiarism of work.
Brush (1998), indicated that “unique problem sets are an effective means for
encouraging cooperative learning among the students while still maintaining
individual accountability on the students’ part, a key role to the success of cooperative

learning among groups of students”. The problems can be completed within the walls

of the classroom or as meaningful homework, since students may access the intemet-
based LON-CAPA from any computer at home or in an after-school computer or
homework lab setting. Though studies have shown positive reactions from students to
on-line homework problems, no significant gains have been shown over problem sets
assigned on paper (Kashy et. al. 1993). From a survey given to students at
Williamston High School, over 93% of students surveyed have intemet access at home
(Appendix A). In addition, Williamston High School, where this study took place, has
access to three wireless laptop carts so that a portable computer lab can be brought
into any classroom.

I was first introduced to the LON-CAPA system by a colleague who
implemented the course management system into his chemistry classes. In several
conversations with this teacher, he noted the increased effort put forth by the students
to seek outside help. In my previous five years of teaching at Williamston High
School, I would occasionally have a former student come to me for assistance in
chemistry, but when the LON-CAPA system was introduced, I immediately witnessed
an increase in the number of students that were coming to me before and after school
seeking help. Through interviews with the students that came for assistance I learned
students were looking to one another, not just for answers, but for understanding. I
realized the power of this system and, as part of this research, attended the LON -
CAPA training course at Michigan State University, which was facilitated by one of
its creators, Ed Kashy. The main purpose of this research was to integrate technology
into my classroom and measure the effects on student achievement, thus the inclusion

of the LON-CAPA system seemed to be a perfect platform.

In this study, the LON-CAPA system was used as a web-based, home-work
application which allows instructors to assign individualized problem sets for each and
every student. These problems can be one of many different types, including multiple-
choice, true/false, calculations, or even essays. Course instructors are given the choice
of authoring their own problems, or sharing problems with other teachers within the
LON-CAPA system. One particularly helpful site within the system is THE DUMP
(Teachers Helping Everyone Develop User Materials & Problems). The growing
number of participating instructors ensures that there are thousands of ready made
questions available to any level of instructor new to using the system. You are able to
construct your own problems, or import any of the public access problems that have
been published by colleagues. Each problem developed within the system is coded in
XML or Perl if the problem deals with a numerical calculation. The author of the
problem is able to set up certain elements to be randomized so the same problem will
produce different answers for each individual student. For example, when developing
a total distance problem, I randomized three different speeds and times. For each
element, I had the system randomize a speed between 10 and 50 miles per hour, in 0.1
increments so the resulting speed would be 10.1, 10.2, 10.3 and so on to 50.0 miles per
hour. I then instructed, or coded, the problem to use the individual quantities, to find
the correct answer using those values instead of just a single correct answer.

The randomization within each problem is a wonderful tool for assessment.
Because each value in the problem is random, no two problems will be alike in their
answer. This eliminates the problem of students simply copying the correct work and

answer from a fellow student. Students do collaborate on problems. However, instead

of giving the answers to each other, they are teaching and learning the processes of
completing the problems from one another.

Another parameter of these online problems which can be controlled by the
instructor is the number of attempts each student will have to correctly answer the
problems. These attempts can be increased depending upon the difficulty of the
question. Most multiple choice or true/false type questions can be assigned just one or
two attempts, while the more difficult calculation problems can be assigned multiple
tries, with hints that can be given to the students after a predetermined number of
attempts.

The LON-CAPA system has a message board that instructors can utilize if they
wish. Students are able to post questions online to which either the instructor can
answer, or other students can answer by describing how they were able to calculate
their problem correctly. The messages can be posted at the bottom of each problem so
the students are able to ask specific questions pertaining to that individual problem.
The individual nature of these problems encourages cooperative learning, while

retaining accountability for every student (Brush, 1998).

Calculator Based Labs (CBLs)

The generation and interpretations of graphs, tables and diagrams is a key
activity of scientists. Learning to produce, read and critique these graphs should
therefore be an ingredient in any science classroom (Bowen, et. al, 1999). The use of
CBIs is a quick and efficient way for students to collect and analyze data for a given

experiment. Unfortunately, students are not utilizing this technology in most high

school science classrooms, especially in the area of Physical Science (Vernier, 2006).
Even though it has been suggested that the implementation of CBLs holds promise for
enhancing and enriching learning opportunities for students (Aarstad, 1997; Colman
and Colman, 2003; Graham and Smith, 2004), CBLs have not become a permanent
fixture in the science curriculum of most middle schools and high schools (Vernier,
2006).

Microcomputer-based laboratories were first introduced in the early 1980S,
making data acquisition quicker and more accurate (Eisele, 1982). The “CBL system
consists of a small hand-held unit to which different probes may be attached” (Arnold,
1998). This probeware is becoming less expensive, “and improvements in hardware
and software have made it more accessible to students and teachers” (Hisim, 2005).
Due to the success of their predecessors, in the early 19903, sophisticated graphing
calculators were developed, which allowed interfacing between sensors, the calculator,
software programs and the computer (Texas Instruments, 1995).

Students hold a multitude of graphing misconceptions such as treating a
graph as a picture (Barclay, 1985), and many others have difficulty making real world
connections with physical concepts and graphs (Goldberg and Anderson, 1989). Real-
time graphing technology incorporated into these CBLs can enhance graphical
understanding. Providing the students with a kinesthetic experience makes these labs
effective. Students manipulate physical lab materials, as in this study, a basketball or
coffee filters, and use their own physical movements to produce data (Kwon, 2002).

Graphs are important tools, enabling students to predict relationships

between variables. They also help make the nature of these relationships concrete

(McKenzie & Padilla, 1984). “Monk (1994) claimed that large numbers of students
have little or no basis for arriving at an understanding between a graph and a real-life
situation. In choosing or constructing a graph to describe a given aspect of a physical
situation, students frequently favored a graph that resembles a “picture” of a situation,
rather than a graph that adequately illustrates the behavior of the variables involved”
(Clement, 1989; McDermott, Rosenquist, and van Zee, 1987).

“The use of CBL activities allow for frequent repetition and
numerous opportunities in experiencing graphing physical phenomena. These
activities might reinforce students’ concepts of different shapes of graphs
representing different classes of motion events” (Kwon, 2002).

Also, “real-time data collection seems to be the most effective way to connect

a graph with the real-world experiences of the student” (Brassell, 1987).

Use of Technology in the Classroom for Instruction

Electronic Whiteboards systems, which include a computer, a projector and the
whiteboard, are “often referred to by such brand names as Smartboard® or Mimio
Board®. They look very similar to the traditional Whiteboards or chalkboards teachers

use to display information to their students” (Education World, 2007).

However, “the electronic versions have capabilities far beyond those of
their low-tech predecessors. In addition to simply displaying information, they
also allow teachers to save what they have written or drawn and send it to
students' computers, to navigate computer files and Web sites, and to interact
with online information with a touch of the finger” (Education World, 2007).

While 80% of teachers in America use computers for administrative functions,
only half of them are integrating computers into their daily curriculum (Rother, 2005).

“One of the major reasons for the lack of use of this technology
is that most educators feel that they have not received enough training
to make the most of the technology in their classrooms” (Rother, 2004).

Currently, instructors rely most heavily on a few relatively low-end and well-
established technologies: the overhead projector, the DVD player and the PowerPoint®

presentations (Brill and Galloway, 2007).

“Electronic Whiteboards, educators report, assist in lesson planning,
support diverse learning styles, and provide a needed tool for graphic
representation in math, science, and art classes. Most importantly, they engage

students, particularly when the learning is student-driven” (Education World,

2007).

The “interactive electronic whiteboard is great for demonstrations. Because the
presenter can run the application from the board, using his finger like a mouse, it is
easy to show the important features of particular software. The ability to mark on the

board by writing with the stylus or using one's finger makes it possible to point out

important features of the demonstration. The board can accommodate different

learning styles. Tactile learners can benefit from touching and marking at the board,
audio learners can have the class discussion; visual learners can see what is taking
place as it develops at the board” (Bell, 2002). The interactive nature of the electronic
whiteboard creates the most excitement for both staff and students. Students are very
enthusiastic and want to have a hands-on role (Smith and Fellows, 2000).

“Teachers need on-going support, especially if time elapses between
the initial training and the teacher's "turn" with the board. All teachers need
time to practice with the board and its accessories. They need to acquaint
themselves with presentation software, and develop contexts for its effective
use” (Smith, 1997).

The purpose of this study is to determine the impact of using several types of

instructional technology, introduced above, on student understanding and retention in

the motion and force unit in physical science classes.

Context: Physical Science

I introduced the LON—CAPA system, the CBLs, and the electronic whiteboard
to all of my physical science classes at Williamston High School during the 2006-2007
school year. Williamston, with a population of approximately 3,500 people, is a rural
bedroom community, and is located approximately 15 miles east of Lansing,
Michigan. Williamston High School has approximately 670 students, primarily
Caucasian and middle class. Over ninety-three percent of the students are white,
3.0% Hispanic, 2.1% Asian/Pacific Islander,l.2% African American, and 0.3%
Native-Americans. The average household income in Williamston is $51,000. Only
7% of the students are classified as economically disadvantaged. The State of
Michigan average is 35.2% (School Matters, 2007).

The Physical Science course at Williamston High School, taught during the
2006-2007 school year, is an introduction to both chemistry and physics, with a review
of Earth History during the last ten weeks. I taught five sections of Physical Science,
with a total of one hundred and twenty-one students. Williamston was in the process
of moving Physical Science from a required tenth grade class to a ninth grade class
during the study year. Because of this, 52.9% of the students were from the ninth
grade while the remaining 47.1% were from tenth grade. Of the one hundred twenty-
one students in my classes, ninety-seven gave permission for me to use their data in
this study. All students at Williamston High School are required to take Physical
Science so the demographic of the classes is the same as the entire school.

The Force and Motion unit was taught early in the second semester, at the

beginning of the introduction to physics portion of the curriculum.

CHAPTER II

IMPLEMENTATION

One of the goals of this study was to incorporate the use of technology into the
motion and force unit. This was accomplished by including, in all classes, different
activities that used CBLs, along with the standard activities that I had used in previous
years. A second goal was to determine whether the use of the electronic whiteboard
had any effect on student performance. To study this, two classes, out of five, were
selected to receive instruction, such as content notes, using the traditional methods.
These methods included lecture and notes written on a chalk board and demonstrations
done by the instructor in the front of the classroom. The three other classes were
given the same instruction, lecture notes, and demonstrations , but utilizing the
electronic whiteboard. Out of the ninety-seven total students participating in this
study, forty were in the classes selected to receive instruction on the chalk board and
traditional methods, the remaining 57 students received instruction on the electronic
whiteboard. Prior to this study, students were introduced to the LON-CAPA
homework system. Lap-top computers were brought into the classroom and students
were instructed how to access the system and how to navigate through the on-line
course materials and answer their assigned homework problems.

All classes at Williamston High School during the study year were 55 minutes

in length and met five times per week.

10

Tables 1 and 2 summarize the motion and force unit, indicating what topics
were covered for the particular day, which objectives of the unit were being addressed

(Appendix A), and the assessments used to measure student understanding.

 

 

 

 

 

 

 

 

 

 

 

Week/Da Topic/Activity Objectives Assessment
Y
Week 1 / Motion and Force Pre-Test, Understand motion and Speed
Dayl Intro to Speed and Velocity, how it relates to a frame Calculations
Frame of Reference of reference. Worksheet,
LON-CAPA
Motion Problems
Week 1 / Review Speed, Velocity, Calculate average speed Motion
Day 2 Frames of Reference. given a change in position Calculations
Review Motion Problems. and time.
Introduce Motion Lab
Week 1 / Introduce Lab Pros with Create line graphs. Lab Write Up
Day 3 Palm Pilots. Motion Lab
Week 1 / Review Motion Lab Create and analyze Speed/Velocity/A
Day 4 Acceleration, Acceleration motion graphs, solve cceleration
due to gravity. velocity and constant Calculations,
acceleration problems. LON -CAPA
Acceleration
problems
Week 1 / Acceleration Lab Describe and analyze Lab Write Up
Day 5 the motion that a
position-time graph
represents.
Week 2 / Complete Acceleration Lab, Given a graph, describe Describing
Day 1 LON-CAPA in class. and analyze the motion Motion with
Describing Motion with that a velocity-time Graphs Hand Out
Graphs graph represents.
Week 2 / Review Labs, Speed and Determining
Day 2 Acceleration Calculations, N/A Speed(Velocity),
Units Acceleration
Calculations
Week 2 / Air Resistance Lab Determine force of Lab Write Up
Day 3 friction of air, terminal
velocity
Week 2 / Review for Quiz, Review
Day 4 LON-CAPA Motion N/A
Problems

 

 

 

 

Table 1 — Overview of Motion Unit

11

 

 

 

 

 

 

 

 

 

 

 

Week/Day Topic/Activity Objectives Assessment
Week 2 / Day Motion Quiz, Forces Identify forces Motion Quiz, Force
5 Introduction, Newton’s between objects LON -CAPA Problems
Laws open
Week 3 / Day Review Forces, Friction Identify the basic Force and Friction
1 forces in everyday PFOblemS
interactions
Week 3 / Day Friction Lab Calculate forces Lab Write Up
2 on an object on an
inclined plane.
Week 3 / Day Net Forces and Calculate net Working with Forces
3 Acceleration force acting on an
object. Force
equal mass times
acceleration
Week 3 / Day Forces and Motion N/A LON -CAPA Problems
4 Review
Week 3 / Day Forces Review N/A
5 LON-CAPA help
Week 4 / Day Force and Motion N/A
1 Review
Week 4 / Day Force and Motion Unit N/A
2 Test
Week 4 / Day Force and Motion N/A
3 Post-T est

 

 

 

 

 

 

Table 2 - Overview of Force Unit

Description of Acti vities

For all lab activities, students were randomly assigned to a group of four
students. Each lab, students worked with different lab partners, and each student
turned in their own set of data tables, graphs and answers to questions. During the
each lab, students took turns doing each of the tasks required in the activity such as the
timer, the data collector, etc.

New material and demonstrations presented to the students in the selected three
classes was delivered on the electronic white board while material in the other two

classes was presented on the chalk board and demonstration were performed by the

12

instructor in the front of the classroom. With the electronic white boards, lecture notes
were developed on the computer and displayed using an overhead projector. These
lecture notes were saved and printed for any student who was absent for that particular
class. Students absent in the two classes not receiving instruction on the electronic
white board were given copies of student notes. When students were asked to share
problem calculations with the rest of the class, in the three selected classes, they were
allowed to present their solutions using the electronic white board while students in
the remaining two classes wrote their solutions with chalk on the black board.

LON -CAPA problem sets were assigned on the first day of motion instruction
and the first day of force instructions. Students were allowed thirteen days to
complete the motion problems and seven days to complete the force problems. On
calculations problems, students were allowed five attempts, and two attempts were
allowed on the multiple choice questions. In previous LON—CAPA problem sets
assigned to the students, no more than five attempts were usually needed by the
students to correctly answer the calculation problems, and any more than two attempts
at a multiple choice question seemed to allow the students to guess at the correct
answer instead of working for understanding. When students entered an answer into
LON-CAPA, the system would provide immediate feedback by displaying a red box
informing the student they were incorrect. Students are allowed to view previous
answers they have entered before attempting the problem again. When a student
enters a correct answer, the system informs them using a green box. Students that did
not have intemet access at home, which was less than 10% (n=9), were allowed to go

to the computer lab and print out their problem sets to complete their calculations.

13

They were then able to enter their answers during class when the lap-top computers
were available.

The mastery of the motion and force objectives (Appendix B) was measured
using the same assessment as a pre-test and post-test (Appendix OD. The pre-test
was given to students before instruction to assess the students’ prior knowledge of the
material. The same test was given post instruction to determine which objectives the
students had mastered. The test was comprised of twenty questions. Two questions
were on graphical analysis, both describing motion of an object on a given graph, and
construction of graphs given an object’s motion. Six questions were calculations
involving motion and force (three motion problems and three force problems). The
remaining twelve questions were short answer type questions covering the material

presented on motion and forces.

Daily Activities

Day 1: The Motion and Forces Pre-Tests (Appendix C-l) were administered.
Students were then introduced to the topics of speed and velocity and how both are
related to a frame of reference. Sample speed calculation problems were performed
and practice problems were handed out as homework (Appendix C-2). Students were
also informed that their motion LON-CAPA problems (Appendix C-3) were open and
that they would have two weeks to complete the online set. The LON-CAPA problem
sets were due by 11 pm the night before the motion quiz(Appendix C—8) and motion

and force unit test (Appendix -C11).

14

Day 2: Students wrote out solutions to the motion homework problems on the
board to check for understanding. The last half of the class was used to introduce the
CBL equipment (the Lab-Pro®, the Palm Pilot® and the sonic motion detector) that
was to be used with the Motion Lab (Appendix D—l) on the following day. Motion
Labs (Appendix D-l) were given to the students so they were able to read the lab
protocol before class.

Day 3: Students had their first CBL experience (Appendix D-l). Students
produced motion graphs by walking away from the sonic motion detector at a constant
velocity. They then produced a distance vs. time graph and a velocity vs. time graph
for some type of non-uniform motion that the lab groups were to decide upon.

Day 4, 5 and 6: The topic of acceleration was introduced. Lecture notes were
presented and examples demonstrated. Speed, velocity and acceleration problems
(Appendix C-4) were given to the students to complete at home. The following day,
students performed an acceleration CBL (Appendix D-2). Students dropped a large
ball from a height of 2 meters underneath the sonic motion detector. Students were
then to developed graphs generated by the sonic motion detector. The student lab
groups of four were to develop their own procedure that would yield distance vs. time
graphs showing constant velocity of an object and another showing an accelerating
object. Next, students produced velocity vs. time graphs for the same situations.
Students had some difficulty completing the acceleration lab, so they completed the
lab on day 6. The wireless laptop computers were brought in after completion of the
lab in order to give students the opportunity to have some in class time to complete the

motion LON-CAPA problems. Also, while correcting the previous labs and

15

homework, I noticed that the students were having problems making their own graphs
and interpreting graphs. Another practice sheet for students to describe motion with
graphs was developed for students to complete (Appendix C-5).

Day 7: As a class, we discussed the “describing motion with graphs
worksheet” (Appendix C-5), and the acceleration lab (Appendix D-2). Students were
having difficulty with assigning the correct units to their answers, so additional
practice problems were assigned (Appendices C-6 and C-7). After a few selected
problems were demonstrated by students, the Air Resistance Lab (Appendix D-3) was
distributed for the students to prepare for the following day.

Day 8: Students performed the air resistance lab (Appendix D-3). They
determined an object’s terminal velocity as well as an experimental determination of
the acceleration due to gravity. This was achieved by dropping a coffee filter from
height of 4 meters underneath the sonic motion detector. The acceleration due to
gravity was experimentally determined by calculating the slope of the line produced
by the hand held Palm Pilot®.

Day 9: As a class, we reviewed motion for a quiz (Appendix C-8). LON-
CAPA questions were answered and more sample problems were worked as a class.
The LON-CAPA questions were due by this evening. Students were encouraged to
have all of the questions attempted before the quiz the next day.

Day 10: The motion quiz (Appendix OS) was administered. Students were
quizzed over simple motion problems, including speed, velocity, acceleration and
momentum. After the motion quiz, forces and Newton’s laws were introduced. The

LON-CAPA force problems (Appendix C-9) were opened at this time.

16

Day 11: The class began with a review of forces and example problems were
performed and friction was introduced. Practice force and friction problems
(Appendix C-10) were done in class and students wrote out the solutions on the
electronic white board or the black board. The friction lab (Appendix D-4) was given
to the student to prepare for the lab on the next day.

Day 12: Student performed the friction lab (Appendix D-4) by pulling wood
blocks up an inclined plane using a scale. The scale registered the amount of force
necessary to move the block up the plane. Students calculated the force of static and
sliding friction for one and two blocks of wood. Williamston High School does not
have the force probes to use the CBLs so hand-held spring scales were used.

Day 13: The concept of net forces and how unbalanced forces will cause a
mass to accelerate was introduced. The worksheet, “Working with Forces and
Friction”, (Appendix C-11) was assigned for homework.

Day 14: Again, as a class, we reviewed forces and friction. LON-CAPA
questions were brought up and time was spent going over examples of force and
friction problems. Students displayed calculations on the electronic white board and
black board.

Day 15: All objectives for the motion and force unit were reviewed. Sample
problems were worked as a class on the electronic white board and the black board.

Day 16: The motion and forces unit test (Appendix C-12) was administered ,

and the pre and post test (Appendix C-l) was given on the following day.

17

Percent correct

CHAPTER III

RESULTS

Assessment of this study were obtained by administering a pre-test prior to

instruction to gauge prior knowledge, and a post-test immediately after the unit was

completed.

Pre and Post- Test Scores

The average score on the pre-test was 9.6% while the average score on the

post-test was 73.9%. Figure 1 illustrates how students performed on each test item.

Pre-Test and Post-Test Item Analysis

 

Pre Test

I Post Test J!

 

 

100%
90% ~~~ —-a .1 ..---W_._

80% he « —i. . i; W W -_

70% —~* ~ . , W
60% -»« ~ - W, I
50% w ,
40% ~ ,_
30% —
20% -.
10% -.
0% — ‘ a c , K.

r
l

l

IIIIIIIIIIII’IIIIIII

l

 

'IIIIIIIIII’IIIII’II

IIIII’IIJ
(I’ll

I

7’4

.—
N
DJ
4:.
(It
ON
\l
00

Item number

Figure 1: Pre-Test and Post-Test Item Analysis (n = 97)

18

 

91011121314151617181920

Significant gains were made on all test items. Using a paired t test for
analysis, the data from figure 1, p < .0001, suggesting that the students’
comprehension of the objectives for the motion and force unit increased due to the
instruction. Items 12, 13, 14, 18, 19 and 20 were LON-CAPA type calculation
problems. The first three were motion calculations, and the last three were
calculations dealing with forces and friction. Items 3, 4 and 7 were graphical analysis

questions and the eleven remaining items were motion and force content questions.

LON-CAPA Problem Sets

Because each student was given five attempts at each calculation problem and
two attempts for all multiple choice question for both problem sets, those students
attempting all of the problems received full credit. Out of the 97 students, 92%
successfully answered the online problems sets (Appendices C—3 and C-9). This is
compared to only 76% of the students completing the hand out problems (Appendices
C-2, C-4, C-5, C-6, C-7, C-10, C-1 1). On the pre and post-test assessments, the
calculation problems that resembled the LON-CAPA problems saw an increase of

from 7.2% up to 75.1%. Results are illustrated in Figure 2.

l9

 

 

LON—CAPA Type Test Items Pre-Test 7,

I Post-Tosh-

 

 

100%

 

 

90% -~ -— - ——-

 

 

80%

 

 

70% ~
60%
50%

 

 

 

 

40%

Percent Correct

 

 

30%

 

20%

 

10% *

 

 

 

 

W, -

14 l8 19 20

Item Number

 

0% --

 

Figure 2: Pre-Test/Post-Test LON-CAPA Type Test Items (n = 97)

Again, significant gains were seen on all test items that were LON-CAPA type
problems, indicating that understanding of the calculation objectives increased through

instruction and use of the on-line homework system.

Graphical Analysis Problems

Problems where the students described the motion on an object from a graph
showed an increase from 31.4% up to 75.3%, while problems where students had to
graph the motion of an object went up from 6.2% on the pre-test up to 46.4% on the

post-test (Figure 3).

20

Graphical Analysrs Test Items
float-19,8:

 

 

100%
90%«e w WWW _, - , , A W W

30% fl - -- - , ~ a W, W

70%~»—- 4+ 4F e *m v ~ ~-——~
60%— * --—
50%-44
40%—-————~

Percent Correct

30% ~~

 

 

20% r
10% ~>

 

 

 

 

 

 

 

 

0%

Item Number

Figure 3: Graphical Analysis Test Items

Test item number three asked students to describe the motion of an object,
given a graph. Item number four required students to calculate an average velocity of
an object, given a graph. Test item number seven required students to create a line

graph of a described motion.

Use of the Electronic Whiteboard
I selected two classes to receive instruction on a regular black board (BB)
while the other three classes were instructed using the electronic whiteboard (EWB).

Of the 97 students participating in this study, 40 students were in the classes receiving

21

instruction on the black board while 57 students saw notes and examples on the
electronic whiteboard. Eleven questions were selected on the pre-test and post-test
that were lecture, discussion or note oriented. Of the eleven questions, the students in
the classes where the electronic whiteboard was used scored an average of 4.1%
higher than the students not seeing the electronic whiteboard. A paired t test of the
data in figures 4 and 5 resulted in a p value greater than 0.05 (0.454), indicating there
was no statistical difference in the results. Averages for ten out of the eleven
questions were higher for the classes instructed on the electronic whiteboard, but those
students had higher pre-test scores. Figure 4 illustrates the item analysis for the pre-

test and figure 5 illustrates the item analysis for the post-test.

 

 

 

 

 

 

 

 

 

EWB vs. BB Pre-Test IEWB
IBB
60.0%
I
50.0% m -——, 1- -— - — -—-— — —
I‘ I
5 fi
‘5 40.0% . $1 - W
cu ; j
E , s
U Z I
E 30.0% W, , 7 r— —; WW
0 ’ x
8 , 5 g
a: 20.0% —+ A e H i e
2 g 2 ,
10.0% —* W" "I ' w 5 r *W" 3 “”n
I I I I I I I I
I ‘I I I I I /
I j I / I ‘ I g I j I / I
00% 3 / 5 I ’ 5’. / 5 ’ 5 6 ’. I
l234567891011121314151617181920

Item Number

Figure 4: Pre-Test Item Analysis for Students Instructed on the Electronic
White Board (EWB) n = 57 vs. Students Instructed on a Black Board (BB) n =
40

22

EWB vs. BB Post-Test

 

100% [,.,_,W,WW W‘Vx‘i are??? if," vu—
90%
80%
70%

8
as

50% ,
40% ,
30% ,
20%
10%
0%

Percent Correct
\\\\\\\\\\\\\\\\\\\\\\\\\\\
\\\\\\\\\\\\\\\\\\\\
.\\\\\\\\\\\\\\\\\\\\\\\\\\~
\\\\\\\\\\\\\\\\\\\\\\\\\
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
.\\\\\\\\\\\\\\\\\\\\\\\\\\\‘
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
\\\\\\\\\\\\\\\\\\\\\
\\\\\\\\\\\\\\\\\\\\\\\\\‘
\\\\\\\\\\\\\\\\\\\\‘
\\\\\\\\\\\\\\\\\

 

 

.\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘
\\\\\\\\\\\\\\\\\\\\\\\\\\\\
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
-\\\\\\\\\\\\\\\\\\\\\\\\\\\\
.\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘

.\\\\\\\\\\\\\\\\\\\\\

\\\\\\\\\\\\\\\\

91011121314151617181920

.—
N
b)
A
LII
C\
\l
00

Item Number

Figure 5: Post-Test Item Analysis for Students Instructed on the Electronic

White Board (EWB) n = 57 vs. Students Instructed on a Black Board

(BB) n = 40

Figures 4 and 5 show the validity of the Pre-Test and Post-Test. A “random”
splitting of the 5 sections resulted in consistent results. Students instructed on the
electronic white board and those instructed on the black board had similar scores on
all test items, both prior to, and after instruction.

Six test items addressed motion objectives. Figure 6 illustrates how students
instructed on the electronic white board performed compared to the students instructed
on the black board (BB) on these selected items. Students instructed on the electronic
white board scored had a higher average for 5 of the 6 items, although a paired t test
on the data in figure 6 gave a p value greater than 0.05 (0.328), so the higher

performance is not statistically significant.

23

7

EWB vs. BB Motion Test Items i. EWB,

 

 

 

100°/ -W 77 7 7. - 7., WW ,l'é’;
90% V .
°o / I 7 ,
§60% I I V I I I
o I I / I / I
E 30°; / I I I I %
e / z n n z
0% I . I i n
1 2 5 6 8 9
ltemNumber

Figure 6: Performance of Students Instructed on Electronic White Board (EWB)

n = 57 vs. Students Instructed on Black Board (BB) n = 40 on Motion Test Items
Figure 7 illustrates how students instructed on the electronic white board

(EWB) performed compared to the students instructed on the black board (BB) on the

five force related test items. Students instructed on the electronic white board again

scored higher on all five selected items, but again, using a paired t test, I calculated a p

value over 0.05 (0.288) showing that the difference is not statistically significant.

24

100% #W *W W, ,, I i *7 i77~
90% '
80%
70%
60% e

I
I
50%* %
40%- %
I
I
I,

nt Correct

Perce

30%
20%
10%

 

 

 

Figure 7: Performance of Students Instructed on Electronic White Board (EWB) n =
57 vs. Students Instructed on Black Board (BB) 11 = 40 on Force Test Items

25

CHAPTER IV

DISCUSSIONS

Effectiveness of the LON-CAPA System

My first experience with LON-CAPA came from one of my former physical
science students asking for help with a chemistry homework problem for another
teacher. I probably would not have had much of an interest pursing an online
homework system had it not been for the dozen or so former students that also came in
for help over the next several days. What struck me first was how these students were
taking it upon themselves to get outside help. Students indicated that they came to me
because this was material we had introduced the previous year and they felt
comfortable coming to ask for assistance. As I was helping these students, I noticed
all of the problems were similar, yet they all had different answers. I then went to the
chemistry instructor and inquired about the LON-CAPA system. I was extremely
impressed with the problems sets and how much time the students were putting in to
solving these homework problems. I immediately wanted to put this type of
application into my courses and analyze its effectiveness.

The initial set up of the online homework system does take a great deal of
preparation. I took the three day LON-CAPA course at Michigan State University,
June 12-14, 2006, facilitated by Felica Berryman. Another time consuming aspect is
authoring LON-CAPA problems, but a new user need not author all of their own

problems for there is a plethora of already authored problems available for public use

26

on Michigan State’s server known as “THEDUMP”. It is wise to go through and
complete any problems you plan on assigning to check for any errors.

After introducing the LON-CAPA system, I was impressed with the
completion rate of the homework sets. Typical completion rates for my handed out
homework sets was anywhere from 75% to 85%, but with the LON -CAPA sets, I saw
completion rates rise to over 90%. I also saw an increase in students seeking extra
help before and after class. Typically, with a homework set handed out in class, I
would have one or two students come into my classroom after school for extra help.
When both LON-CAPA problem sets were assigned in this study, I saw an average of
3 students in my classroom after school, every day, until the problem set was closed.
With the traditional homework problems, students would work out the solutions and
then turn them in without knowing whether they were correct or not. The LON-CAPA
system gives the students instant feedback, giving them a green text box if the answer
was correct, or a red text box if the answer was incorrect. I started calling this “The
Power of the Green.” Observing the students while they worked on their problems
with the laptop cart in class, it was amusing as they’d answer their problem and then
cross their fingers, saying, “Come on Green,” as they waited for their answers to be
submitted. Conversations with the students revealed that they liked the aspect of
getting that instant feedback, but they were not happy that they could not just get an
answer from a classmate since every problem was individualized and every student
would have a different answer. The fact that students could not receive answers from
classmates increased the amount of questions in class discussion, as well increased the

amount of discussion between students. The LON-CAPA system allows students to

27

post questions that can be answered by either myself or other students. This led to
much more student-student interaction, which seemed to be extremely beneficial for
all of the concerned students.

One problem that arose with the LON-CAPA system was the small margin of
error allowed for students answers. I could have gone into the course parameters and
widened this margin, but I wanted to stress to the students that they had to incorporate
significant figures into their calculations, a concept that we had covered earlier in the
school year. This problem was solved by allowing the students to have five attempts

at each calculation question.

Qualitative Assessments of CBLs vs. Traditional Labs

The CBLs made data collection much more accurate and easier for students.
This made it possible to complete labs in the class time provided with several trials
versus the traditional lab where students usually were only able to collect one set of
data. Unfortunately, having the graphs produced by the hand held palm pilots
decreased the ability of the students to produce their own graphs when asked to do so
on assessments. This is seen in the performance of students on the test items where
they were required to produce a graph given the motion of an object. Students scored
only an average of 50% on those selected test items. Test item number 4 gave
students a graph and asked them to calculate the average velocity of the object over
the entire time. Students scored an average of 63% on that item. Test item 7 gave the
students two blank graphs, one velocity vs. time, the other distance vs. time, and asked

them to draw a line on the graphs representing an object that was accelerating.

28

Students only scored an average of 46% on this test item. Students were able to
correctly describe motion of an object given a graph, but when asked to graph a
described motion, they tended to draw a line that depicted the picture of the motion
instead of looking at the axes and producing an appropriate line.

Another drawback to the CBLs is that students like to “tinker” with the
technology. These students have now grown up with technology all around them and
have no fear of these devices. Many students had to be redirected to lab activities
instead of discovering that they could take pictures with the palm pilots and “beam”
them to other groups’ handheld devices, or that they could text message their friends
in the class and leave messages for other students in later classes.

I think a cross of the CBL and the traditional lab would have been beneficial to
my students, having the data be collected with the technology, but then the graphs
have be created by hand. This would have taken more time, but I feel the students
would have gained a better understanding of how to produce a graph that correctly

depicts the motion they observed.

Use of the Electronic Whiteboard

My district, Williamston Schools, passed a bond two years ago with money set
aside for technology. As a staff, we were asked for volunteers to pilot classes with an
electronic whiteboard. Since I was doing this study, I felt it would be beneficial to add
this type of technology to my study. Unfortunately, there was no training that went
along with it, and it took a considerable amount of time on my own to learn how to

effectively use the electronic whiteboard. The results on the test items covering the

29

content delivered during lectures or demonstration did not show a significant increase
between the electronic white board vs. the black board. Average scores on questions
based on the electronic whiteboard only went up 4% (figures 6 and 7). These data
produced a p value of greater than 0.05, leading me to conclude that the increase was
not statistically significant, but I saw an immediate increase in the participation of the
students instructed on the electronic white board. The exact same lessons, with the
same material presented, yielded much more student interaction when the electronic
whiteboard was used. Students were much more eager to share their solutions to
problems when they had the opportunity to use the electronic whiteboard.

Showing examples to the students was also much more meaningful. The use
of streaming videos allowed me to show several different examples in a relatively
short amount of time. Again, this takes time for preparation, but the rewards are well

worth the effort.

Conclusions

The effective use of technology has a significant impact on student education.
This success may not always come in the form of performance on assessments, but in
the form of genuine interest. The use of technology brings an excitement factor to
learning that many students do not get from a chalkboard or a textbook. Today’s
students are surrounded by technology every minute of the day, from their cell phones
and iPods, to their video games and home computers. Bringing technology into the

classroom capitalizes on how students interact with their everyday world.

30

With all of the technology available to teachers today, it is inexcusable for
them not to attempt to better their instruction with the use of these tools. We try to
impart on our students how they should become lifelong learners. We, as teachers,
need to lead by example, taking the time to extend our knowledge, adapting our
teaching strategies with the introduction of each new technological advance. Contrary
to popular belief, you can teach old dogs new tricks. It just takes a little more time

and preparation.

Future Goals

I would like to incorporate all of these technologies into other courses I
currently teach at Williamston High School. It will be interesting to see how the hand
held probes can be utilized in a different scientific field, Biology. I intend to set up
another online course for my biology students as well as expand the use of LON-
CAPA in physical science to several different units, if not the whole course. I would
also like to attend more training for the use of the electronic whiteboard. I know that I
am only utilizing a fraction of its capabilities. I would like to be able to produce more
interactive lessons, allowing more student involvement with the use of the electronic

whiteboard.

31

Appendices

32

Appendix A
Internet Survey

Sept, 4, 2006

Dear Parents/Guardians,

This year we will be using an on-line homework system called LON -CAPA. Your
student will need to be able to access the intemet to complete these problems. If you
do not have intemet access at home, access will be allowed at school, in the media
center, any day before or after school. Class time will also be provided to enter
answers.

Please check the appropriate box below and sign the form at the bottom. Thank you,

and if you have any questions, please feel free to contact me at
gesttli@wmston.kl2.mi.us, or call me, 655-2142, ext. 7360.

Mr. Preston.

D Yes, we have intemet access at home.

D No, we do not have intemet access at home.

 

 

Parent/Guardian Signature Date

33

Appendix B
Objective 1:

Motion is defined as a change in position over a time.
Objective 2:

Describe and compare the motion of an object using different frames of
reference.

Objective 3:

Calculate the average speed of an object using the change of position and
elapsed time.

Objective 4:
Create line graphs using measured values of position and elapsed time.
Objective 5:

Given a graph, describe and analyze the motion that a position-time graph
represents.

Objective 6:
Solve problems involving average speed and constant acceleration.
Objective 7:

Given a graph, describe and analyze the motion that a velocity-time graph
represents.

Objective 8:
All objects are accelerated by Earth’s gravity at 9.8 m/s/s.
Objective 9:

The force of weight of any object on Earth is the product of the object’s mass
and the acceleration due to gravity.

34

Appendix C-1

Motion and Forces Pre-test

1. Explain what it means for an object to be in motion.
2. What do we call a stationary object used to observe motion?

3. Examine the graph below and describe the motion of the object that generated it.

 

 

N
. 1

Position (m)

1—

 

 

 

c f V T ‘1' _r T I fl ‘17 I 71 ‘T I j' fir I I ‘1 Ti I
0 5 10 15 20

. Time (s)

(8.03. 2.044)

4. What is the approximate average velocity for the object in the graph above?

5. What is acceleration?

35

6. What are the units of acceleration?

7. On the graphs below, draw a line that would show an object that is accelerating.

Distance(m) vs. Time (s) " Velocity(mls) vs. Time (s)

10- 1o-

0" 0-1

no. (In)

Vcloom/ (ml!)

Dist;

2" 2..

 

 

 

 

A
U T

fir I fi— —T fi' I I l 0 l
O 6

1 ' T t
a 10, o 2 4 e e

”—4

(9797. 3.30) _______ (3.07.5 on)

8. If a 5kg rock and a 50kg boulder were dropped from a height of 100m. Neglecting
air resistance, which would hit the ground first? Explain.

9. Three objects of equal mass are released at the same time. One, straight down, the
second at a 45 degree angle, and the third perpendicular to the ground. What order
will they reach the ground? Explain.

 

A B C
C O O
V
A B C

36

 

10. What acceleration does gravity give to all objects?

11. What is the weight of any object?

12. You are taking a car to Ohio. You drive 19 miles in the first 30 minutes, 62 miles
in the next hour, and 75 miles over the final two hours. What is the average velocity
of your car during this trip? (Show your work.)

13. A freight train has a speed of 21.0 m/s at a given instant, and 10.6 seconds later,
its speed is 27.5 m/s. What is the train’s acceleration? (Show your work.)

14. A 2.4 kg rock is dropped off of the side of a building. If the rock is dropped from
a height of 32 m, what will be the rocks velocity 2.7 seconds after it is dropped?
(g = 9.8 m/s/s)

15. What is a force?

37

16. Friction is a force that opposes motion. What are the different types of friction
and give an example.

17. What are the units of force and how are forces calculated?

18. What acceleration does an object, mass 90 g, undergo when a force of 45 N acts
upon it? Neglect any resistance due to air. (Show all work.)

19. The coefficient of friction between a 91.4 kg box and the floor is 0.50. What
force must be applied to keep the box sliding across the floor at a constant velocity?
( F: F f/F n )

20. What is the weight of a 2.7 kg book at sea level?

38

Appendix 02
Name

 

Date

 

Hour

Speed Calculations

Solve the following problems. Show all of your work. Remember to include the
correct units for each answer. 1 mile = 1609 m.

1. How far does car go if it is moving at a speed of 25 m/s for 35 sec?

2. If a train travels at a velocity of 120 miles/hr, how far will it go in 4 hours and
15 minutes?

3. If the speed of sound is 342m/s, how far away will a canyon wall be if it
returns an echo to you in a time of 0.95 sec?

4. If the distance between Williamston and Los Angeles is 2200 miles, how long
would you expect jet to take to fly the distance at a speed of 400 miles/hr?

5. The captain of a ship fixes his position at 10:00 am and estimates that the ship
has a distance of 137 miles to go before it reaches the harbor. If the ship is
moving at 10 miles/hr, what is the estimated time of arrival in the harbor?

6. What is the average speed (m/s) for a bus trip of 120 miles that began at 8:45
am and finished at 1:15pm?

39

7. Sometimes a vehicle does not travel at a steady rate and often slows down,
speeds up, and stops. Ron and Julie are driving to Disney World for their
annual vacation. Their distance-time graph below shows the distance covered
by their vehicle over a period of 7 hours.

Explain what is going on at each of the segments labeled A, B, C, and D on the
graph. If you’d like, write a short story of what is happening with this car.

80 km ‘

 

40km “ B

 

 

 

 

 

0km

 

O 1 2 3 4 5 6
TimeinHours

8. In the graph above, what is the average speed of the vehicle?

9. How would you calculate the slope of the of the above graph?

10. Using your answer from number 8, and knowing that Disney World is 1200
miles from their starting point, how long is it going to take Ron and Julie to
reach Disney World assuming they stay at the speed you calculated in number
8? Watch your units.

40

Appendix C-3

Due date: Sat Feb 231 1'7:00:(70 $3009

You are taking your spring break trip to Arizona. to catch Mr.
Preston a scorpion. You drive 11 miles in the. first. hour. 65
miles the next hour, and 39 miles in the final 4 hours. What
is the average velocity of your car during this period of time?

 

I [miles/hon r

 

 

The speed of a barrel increases from 1.5 meters per second to
9 meters per second in 5 seconds as it. accelerates uniformly
down a hill. What. is the magnitude of the acceleration of the.
barrel during this 5 second interval?

A. 2.1 111/52

13. 1.5 art’s?

C. 1.8 mfg?

D. 0.30 July’s?

 

A 2.5 kilogram chair is dropped from the roof of a building 40
meters tall. What is the approximate time of fall? [Neglect-
air resistance]

A. 2.0 s
B. 2.9 s
C. 4.15
D. 8.2 s

41

A freight train has a speed of ”27.5 mg’s at. a. given instant. and
10.6 seconds later its speed is 21.9 m/s. “dint. is the. trains
acceleration? [ ]

 

 

“"hat additional time would be necessity to bring the train
to a complete. stop. if it continues to slow at. the. rate. in the

 

previous question? I ]

 

Vt'hat total distance is travelled in stopping during the entire
slowillfl phase? r ]

 

 

 

The diagram below shows a 1.0-newton metal (1in resting on
an index card that. is balanced on top of a glass.

Index /
card UGiass

When the index card is quickly pulled away from the glass
in a horizontal direction. the disk falls straight down into the
glass. This action is a result of the disks

A. temperature

B. inertia.

C. char gt?

D. shape

42

Refer to the graph below to answer the next three questions.
This distance vs. time graph represents the motion of a frog
swimming in a pond. The distance increment on the graph
is 2.0 meters. and the time increment on the graph is 4.0
seconds. (You may want to pencil those numbers in.) Also,
each. graph inflection point corresponds to tick marks on the
axrs.

"‘ ._/ '--.

q
d

di slut-x
I

\
. .
I \
.
q 3 '1
' o
.
.
t .'
' I
.
‘

 

 

Find the velocity of the. frog at point A.

l l

 

Calculate the frogs average velocity over the first 5'2 seconds.

i l

 

Find the velocity of the frog at, point B.

l l

 

43

The graph i)€?lUVV' shows the speed of an object plotted versus
time. Each of the increments on the speed axis is 3 infra.
Each of the increments on the time axis is '2 seconds. Again.
each graph inflection point cooresponds to tick marks on the
axes. Use the graph to answer the follmving four questions.

A

 

 

 

time (a)

\tht is the object's acceleration during interml AB?

l 7

 

“"hat is the object's acceleration (luring inten'nl CD?

I l

 

\Vhat- is the ob‘ect‘s avera'Te Sieecl (lurinT interval BF?
0 1%

l l

 

“"hat is the total distance travelled by the. olfiject (that is.
from point A to F)? 1 I

 

 

44

Appendix C-4

Name

 

Hour
Speed, Velocity and Acceleration
Solve the following problems. Show all of your work.

1. Explain why you need a reference point to know if an object is moving.

2. What is the difference between an object’s speed and an object’s velocity?

3. A bamboo plant grows 15 cm in 6 hours. At what average speed does the plant
grow? Convert your answer to m/s.

4. The distance traveled by two crawling babies is shown in the table below.
Graph the information and find the slope of each line. What is the average

 

 

 

 

 

 

 

speed of each baby?
Time (sec) Baby Sara’s Distance Baby Scott’s Distance

0 O m 0 m

l 0.5 m 0.4 In
2 1.0 m 0.8 m
3 1.5 m 1.2 m
4 2.0 m 1.6 m
5 2.5 m 2.0 m

 

 

 

 

 

 

 

45

5. A roller coaster car rapidly picks up speed as it rolls down a slope. As it starts
down the slope, it’s speed is 4 m/s. Three seconds later, at the bottom of the
slope, the speed of the car is 22 m/s. What is the car’s average acceleration?

6. An eagle accelerates from 12 m/s to 24 m/s in 4 seconds. What is the eagle’s
average acceleration?

7. A horse trots around a large circular track, maintaining a constant speed of 5
m/s. Is the horse accelerating? Explain.

8. You are riding in a car traveling 80 km/hr. A fly trapped in the car rests on
your shoulder. Describe the speed of the fly using two different frames of
reference.

9. Explain 2 situations for each of the graphs below that would illustrate the
velocity-time graphs.

V V V

 

 

 

 

 

time time Time

10. A passenger elevator operates at an average speed of 8 m/s. If the 60lh floor is
224 m above the first floor, how long does it take the elevator to go from the
first floor to the 60’'1 floor? Convert your answer into minutes.

46

Appendix C-S

Describing Motion with Graphs.

Objective: To relate line graphs to motion and motion to line graphs.

Part 1. Position vs. Time Graphs

 

Question/T ask: Graph:

 

l.a. What is the average speed of the graph to the
right?

 

l.b. Based on the graph to the right, describe the
behavior of the object.

 

 

2. Based on the graph to the right, describe the
behavior of the object.

 

 

Time (s)

 

3. Circle the graph to the right that indicates the
object that is moving the fastest.

position ‘
§.| :
0

position

 

 

time

 

 

4. Based on the graph to the right, describe the
behavior of the object.

position

 

 

time

 

5. Based on the graph to the right, describe the
behavior of the object.

N
01

 
   

—_~

Position (m)
oo (11 o 01 o

4
Time (s)

 

 

 

 

47

Part II. Velocity vs. Time Graphs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6. Based on the graph to the right, describe '5 +10 -
the behavior of the object. E g
’5 c o l 2 3 4 5'
.2 Time (3)
§ -10-
7. Based on the graph to the right, describe 3
the behavior of the object. .5
> 00 I 2 35 4E 55
Time (s)
8. Based on the graph to the right, describe +
the behavior of the object. 5 \
0 time
9. Based on the graph to the right, describe + \
the behavior of the object. 3; \“‘5._\ a
:3 c \ Time
_ c‘x

 

 

 

 

 

Part III. Create your own graphs!

Graph 1. On a piece of graph paper, draw and label a distance versus time graph of
an object that behaves as follows:

a. moves forward at a constant speed 2m for 4s

b. remains still for 2s

0. moves backward at a constant speed lm for 25

(1. remains still for 2s

e. accelerates forward lm for 2s

Graph 2. On a piece of graph paper, draw and label a velocity versus time graph of an
object that behaves as follows:

a. moves forward at a constant speed 2m for 45

b. remains still for 2s

c. moves backward at a constant speed lm for 25

d. remains still for 23

e. accelerates forward lm for 2s

Important: Graphs should include labels for parts a-e, axes (time, distance, velocity),
units (seconds, meters, m/s), and titles.

48

Appendix C-6

Name

 

Hour

What is Motion?

Solve the following problems. Show all of your work. Remember to include the
correct units for each answer.

1. A student practicing for a track meet ran 440 m in 57 sec.

a. What was her average speed?

b. The next day she ran the same 440 m in only 54 see. How much did her
speed increase?

2. A car traveled 330 km from Lansing to Grayling in 3 hours and 20 minutes.

What was the car’s average velocity?

3. How fast was a plane flying if it traveled 1550 km in 120 min?

4. A student walks 15 blocks to the store.
a. How long will it take her to reach the store if she walks 4 blocks in 3
minutes and 30 seconds?

b. What is her average velocity?

49

fill

. The average speed of a car is 95 km/hr, how far can it travel in 40 min?

6. The speed of light is 3 x 108 m/sec. How long does it take light to reach the
Earth if the sun is 93 million miles away? 1 mile = 1609m.

7. A driver starts his car moving and within 5 sec reaches a velocity of 65 km/hr
as he travels west. What is his acceleration?

9°

Falling objects drop with an average acceleration of 9.8 m/sec/sec. If an object
falls from a tall building, how long will it take before it reaches a speed of
52m/sec?

9. A 100g ball is rolling at a rate of 5.6 m/sec. What is the momentum of the
ball?

10. A marble is rolling at 115 cm/sec and a has a momentum of 12,500 g-cm/sec.
What is the mass of the marble?

11. An object with a mass of 5.45 kg is fired from a canon, giving it a momentum
of 1525 kg-m/sec. What is the velocity of the object?

50

Appendix C-7

Name

 

Do the following calculations. Show all work!

1. What is the velocity of a car that traveled a total of 75 km north in 1.5 hours?
2. What is the velocity of a plane that traveled 3,000 miles from New York to

California in 5.0 hours?

3. John took 45 minutes to bicycle to his grandmother’s house, a total of four

kilometers. What was his velocity in km/hr?

4. It took 3.5 hours for a train to travel the distance between two cities at a

velocity of 120 miles/hr. How many miles lie between the two cities?

5. How long would it take for a car to travel a distance of 200 km if it is traveling

at a velocity of 55 km/hr?

6. A car is traveling at 100 km/hr. How many hours will it take to cover a

distance of 750 km?

7. A plane traveled for about 2.5 hours at a velocity of 1200 km/hr. What

distance did it travel?

8. A girl is pedaling her bicycle at a velocity of 0.10 km/min. How far will she

travel in two hours?

9. An ant carries food at a speed of l cm/s. How long will it take the ant to carry

a cookie crumb from the table to the ant hill, a distance of 50 m?

51

 

10. The water in the Buffalo River flows at an average speed of 5 km/hr. If you
and a friend decide to canoe down the river a distance of 16 km, how many

hours and minutes will it take?

11. Use the information in the chart below to calculate the acceleration.

 

 

 

 

 

 

Initial Velocity Final Velocity Time Acceleration
0 km/hr 24 km/hr 3 s
0 m/s 35 m/s 5 s
20 kmfhr 60 km/hr 10 s
50 m/s 150 m/s 5 s
25 km/hr 1200 km/hr 2 min

 

 

 

 

 

12. A car accelerates from a standstill to 60 km/hr in 10.0 seconds. What is its

acceleration?

13. A train is accelerating at a rate of 2.0 km/hr/s. If its initial velocity is 20
km/hr, what is its velocity after 30 seconds?

14. A car accelerates from 25 km/hr to 55 km/hr in 30 seconds. What is its

acceleration?

15. A runner achieves a velocity of 11.1 m/s 9 seconds after he begins. What is

his acceleration?

52

Appendix C-8

Motion Quiz
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
1. A passenger in the rear seat of a car moving at a steady speed is at rest relative to
a. the side of the road. c. the front seat of the car.
b. a pedestrian on the corner ahead. (1. the wheels of the car.
2. A car traveled 88 km in 1 hour, 90 km in the next 2 hours, and then 76 km in 1 hour
before reaching its destination. What was the car’s average speed?
a. 254 km/h c. 209 mm
b. 63.5 km/h d. 74.5 km/h
3. A horizontal line on a distance-time graph means the object is
a. moving at a constant speed. c. slowing down.
b. moving faster. (1. at rest.
4. What is the speed of a bobsled whose distance-time graph indicates that it traveled
100 m in 25 s?
a. 4 m/s c. 0.25 mph
b. 250 m/s (1. 100 m/s
5. A distance-time graph indicates that an object moves 100 m in 4 s and then remains at
rest for l 5. What is the average speed of the object?
a. 50 m/s 0. 20 m/s
b. 25 m/s (1. 100 m/s
6. The rate at which velocity changes is called
a. speed. c. acceleration.
b. vectors. d. motion.
7. Suppose you increase your walking speed from 1 m/s to 3 m/s in a period of 2 5. What
is your acceleration?
a. 1 m/s2 c. 4 m/s2
b. 2 m/sz d. 6 m/s2
8. An object moving at 30 m/s takes 5 s to come to a stop. What is the object’s
acceleration?
a. 30 m/s2 0. —6 m/sz
b. -30 m/s2 d. 6 m/s2
9. An object that is accelerating may be
a. slowing down. c. changing direction.
b. gaining speed. (1. all of the above

10. A train approaching a crossing changes speed from 25 m/s to 10 m/s in 240 5. How

can the train’s acceleration be described?
a. The train’s acceleration is positive. c. The train will come to rest in 6 minutes.
b. The train is not accelerating. d. The train’s acceleration is negative.

53

Problems

11. During a race, a runner runs at a speed of 6 m/s. Four seconds later, she is running at a
speed of 10 m/s. What is the runner’s acceleration? Show your work.

12. If you ride your bike at an average speed of 2 km/h and need to travel a total distance
of 20 km, how long will it take you to reach your destination? Show your work.

 

 

 

 

 

 

 

 

 

 

Essay
l3. Explain how velocity is different from speed.
USING SCIENCE SKILLS
Graph A Graph 8
500
180 —
E 400 - it 160 »-
§ 2 140 e
E 300 - g 120
§ 200 - § so
a «3 6°
- 100 l- '- 40
D D 20
1 l 1 1 0
(“048121620 012345
Time (seconds) Time (seconds)
Figure 11-2

14. Using Tables and Graphs Which graph in Figure 11-2 shows periods of constant
speed? Explain your answer.

54

15. Using Models Which graph in Figure 11-2 shows acceleration? How do you know?

16. Calculating Using Graph A in Figure 11-2, calculate the average speed of the object in
motion from 12 s to 20 5. Explain your calculation.

55

Appendix C-9

Due date: Wed [May 16 17:00:01) 53007

Below you will find five force and mass minliinntiuns. Please
list the pairs in order of increasing acceleration-4hat. is. in
order from the pair that. produces the lowest. acceleratic‘vn to
the pair that will produce the greatest acceleration. (Chin-35.7
1 for the lowest through 5 for the greatest ')

Choices: 1, 2, 3, 4. 5.

A force of 3322.1 N acts on a. mass of 76.0 kg.
A force of 1014.4 N acts on a. mass of 191.4 kg.
. A force of 4.7 N acts on a mass of 3.2 kg.

D. A force of 247.4 N acts on a mass of 13.3 kg.

E

. A force of 215.2 N acts on a. mass of 100.3 kg.

l3?”

0

 

7650 N wrecking ball hangs from the end of a strel cable.

 

 

 

“'hat is its masts? I J
“"hat is t he wrecking l >21“ ‘8 Weight- '3)
l l

 

“hat is the net force acting on the. wrecking ball
as it. hangs motionless from the end of the cable?

I l

 

What is the wrecking ball 's inertia?

I J

 

\Vhat is the net force acting on the wrecking ball if the cable
snaps? L I

 

 

56

On some strange planet. you find that a 0.8 kg object. falls
downward 19.2 meters in 3.1 seconds. \Vhat is the mag-
nitude of the. acceleration due to gravity on this planet?

I l

 

How much does the. object. weigh on this planet?

I l

 

And. how much would this object. weigh hack on Earth?

 

 

A 0.20 kg birdie slams into a window with a force. of
5.5 N. What is the magnitude of the birdie-’5 acceleration?

[ l

 

How many "g”s is the bird in the previous question experi-
encing? [ I

 

 

 

A physics class pushes a small wagon along a flat horizontal
parking lot. with a force of 99.74 N. Starting from rest the
wagon travels 14.0 meters in 9.7 seconds. What is the wagou's

 

ameleration? l I

 

I

What is the magnitude of the. force of friction acting on the
wagon in the previous question, if the loaded wagon has a.

mass of 149.0 kg? 1 J

 

 

57

A 22.5 grain arrow is shot through a 7.4 cm apple. If the
arrow enters the apple at 39.7 mfs and emerges with a
speed of 28.6 m/s in the same. direction. what is the mag-
nitude of the force with which the apple has resisted the ar-
row? (assume force is exerted only on the tip of the arrow)

1 I

You are correct. YOur receipt. is 159-2517

 

 

“’hat is the magnitude of the. net force needed to bring
a 1760 kg car to rest from 25.0 iii/s in 6.0 seconds?

I I

You are correct. Your receipt. is 159-2503

 

 

If a 61 engine jet accelerates down a. runway at. 9.0 iii/'52. how
much acceleration would be produced if two engines failed and
onlyr 2 engines were operating? I ‘I

 

 

You are correct. Your receipt is 159-3364

Suppose now that all 4 engines are. operational on the jet
from the previous question. What acceleration would this
fully functional jet experience if it were towing 2.? identical
but. inoperational jets? r I

 

 

 

You are messing around with a 0.69 kg model rocket. “’hat
is the weight. of the rocket? I I

 

 

“"hat is the acceleration of the rocket straight. upward.
if 28.3 N of thrust is applied to it in that direction?

L l

 

58

Suppose that you hang a. 0.9 kg mass on a slant "mass-
less" string that is attached to the bottom. of a force scale
that measures from 0 to 30 N. What is the tension on
the string? ( in other words. what does the scale read?)

 

 

 

 

If you pull upward on the scale so that it reads
14.72 N, what would be the acceleration of the mass?

 

 

 

 

If you allow the mass to accelerate downward at 5.7 infsg,

what will the scale read?

 

 

 

 

 

At one point in a Skydive, a falling 75 kg skydiver is encoun-
tering air resistance of 430 N. How much does the skydiver
weigh?

 

 

 

 

What. is the magnitude of the net force acting on this sky-
diver? r I

 

 

Finally. what is the magnitude of her acceleration?

 

 

 

 

59

Braking Car Problem A

On “’illiamston Rd.. Jim is driving 26.8 mfs. After spotting
a large deer in the road ahead, Jim brakes the car to a com—
plete stop.

 

 

For this problem, assume that the car undergoes constant accelera-

lion/deceleration.

Assuming that Jim ’3 car has a mass of 3420 pounds. com-
pute the car’s weight in Newtons.

NOTE: Remember that there are 2.205 lbs in a kilogram (Source:
NIST), and acceleration due to gravity is 9.81 m/s’.

Units are not required for this part.

b l

 

If Jim ‘25 car takes 37.5 meters to stop. what is the acceleration
of the car?

L l

 

What force is required to bring the car to a halt?

l |

 

How many g’s did Jim experience when the car decelerated?

L J

 

60

Force of Friction A
While you are in detention after school. your teacher tells you
to slide a large, 91.4 kilogram box across the floor.

 

 

The coefl‘icent of static friction (pantie) between the box and
the floor is 0.50. Compute the force parallel to the ground (F

”fluelh'equired to start accelerating the box.

l l

 

61

A model train undergoes an acceleration of 0.509 Ill/s2
when a net force of 4.34 N is applied to it. What is the
mass of the train?

 

 

 

 

 

What is the mass of an ice skater, if a net force
of 112.72 N results in an acceleration of 2.012 111/32"?

l l

 

 

A 7.28-kg shot put is thrown with a force of 452.5
N. What is the acceleration of the shot put?

I l

 

 

A car has a mass of 2340.4 kg. The car undergoes an ac-
celeration of 4.97 111/82. What is the magnitude of the
accelerating force?

 

 

 

 

 

A textbook is pushed across a desk with a force of 12.48 N.
The acceleration of the book is 1.186 111/52. What is the
mass of the textbook? [ l

 

 

62

Appendix C-10

Name

 

Force and Friction Problems.

Solve the following problems. Show all of your work. UNITS”

1.

A horizontal force of 25 N is necessary to pull a 55 N trunk across a cement
sidewalk at a constant speed. What is the coefficient of sliding friction
between the sidewalk and the bottom of the trunk?

How much force must be applied to push a 1.85 kg book across the desk at a
constant speed if the coefficient of sliding friction is 0.30?

What force is required to accelerate a 12 kg object at 15 m/s/s?

What is the weight of a 48 kg box at sea level?

What acceleration does an object, mass 40 kg, undergo when a force of 55 N
acts upon it?

What is the mass of a bag of cement that weights 485 N at sea level?

A smooth wooden block is placed on a polished table. You find that you must
exert a force of 20 N to keep the 65 N block moving at a constant velocity.
What is the coefficient of sliding friction for the block and the table? If a 15 N
brick is placed on the block, what force will be required to keep the block and
the brick moving at a constant velocity?

63

Appendix 011

Name

 

Working with Forces
Solve the following problems. Show all of your work. UNITS !!

1. What is the force on a 1 kg ball that is falling freely due to the pull of gravity?
(Neglect air resistance.)

2. A man has a mass of 66 kg on the Earth. What is his weight?

3. A girl on roller skates accelerates at a rate of 2 m/s/s with a force of 100 N. What is
her mass?

4. A person weighs 540 N on the Earth. What is the person’s mass. What would the
person weigh on the moon where the acceleration due to gravity is 1.67 N/kg?

5. An elevator has a mass of 1000 kg. What is the tension force on its cables when it
is stationary?

6. What force is needed to accelerate the elevator in question 5 upward at a rate of 2
m/s/s?

7. An originally stationary car with a mass of 1500 kg reaches a velocity of 15 m/sec
5 seconds after starting. What is the car’s acceleration? How much force is required
to reach this acceleration?

8. An astronaut has a mass of 50 kg. How much does she weigh before liftoff?

9. When the astronaut is 6400 km above the Earth’s surface, she will weigh one
quarter of what she weighed on the Earth. What is the acceleration on her mass at that
point in space?

10. A 7000 kg plane is launched from an aircraft cam'er in 2 seconds by a force of
350,000 N. What is the plane’s acceleration? What is the plane’s velocity?

Appendix C-12
Motion and Forces Unit Test

Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.

1. A passenger in the rear seat of a car moving at a steady speed is at rest relative to

a. the side of the road. 0. the front seat of the car.
b. a pedestrian on the comer d. the wheels of the car.
ahead.

2. Speed is the ratio of the distance an object moves to
a. the amount of time needed to travel the distance.
b. the direction the object moves.
c. the displacement of the object.
(1. the motion of the object.

3. A car traveled 88 km in 1 hour, 90 km in the next 2 hours, and then 76 km in 1. hour
before reaching its destination. What was the car’s average speed?

a. 254 km/h c. 209 km/h
b. 63.5 km/h (1. 74.5 km/h
4. The slope of a line on a distance-time graph is
a. distance. c. speed.
b. time. d. displacement.

5. A horizontal line on a distance-time graph means the object is
a. moving at a constant speed. c. slowing down.
b. moving faster. (1. at rest.

6. What is the speed of a bobsled whose distance-time graph indicates that it traveled 100 m

in 25 s?
a. 4 m/s c. 0.25 mph
b. 250 m/s d. 100 m/s
7. The rate at which velocity changes is called
a. speed. c. acceleration.
b. vectors. d. motion.

8. Objects in free fall near the surface of the Earth experience
a. constant speed. c. constant acceleration.
b. constant velocity. (1. constant distance.

9. Which example describes constant acceleration due ONLY to a change in direction?
a. increasing speed while traveling around a curve

b. an object at rest

0. traveling around a circular track

d. an object in free fall

65

10. An object moving at 30 m/s takes 5 s to come to a stop. What is the object’s
acceleration?

a. 30 m/s2 c. —6 m/sz
b. —30 m/s2 d. 6 m/s2
11. The slope of a speed-time graph indicates
a. direction. c. velocity.
b. acceleration. (1. speed.
12. An object that is accelerating may be
a. slowing down. c. changing direction.
b. gaining speed. (1. all of the above
13. Which of the following relationships is correct?
a. 1N=1kg c. 1N=1kg-m/s
b. 1N=1kg-m d. 1N=1kg-m/sz
14. When an unbalanced force acts on an object,
a. the object’s motion does not change. c. the weight of the object decreases.
b. the object accelerates. d. the inertia of the object increases.
15. When a pair of balanced forces acts on an object, the net force that results is
a. greater in size than both forces combined. 0. equal in size to one of the forces.
b. greater in size than one of the forces. (1. equal to zero.
16. According to Newton’s second law of motion, the acceleration of an object equals the
net force acting on the object divided by the object’s
a. mass. c. velocity.
b. momentum. (1. weight.

17. Your weight equals your

a. mass.
b. mass divided by the net force acting on you.
c. mass times the acceleration due to gravity.
(1. mass times your speed.
18. The acceleration due to gravity on the surface of Mars is about one-third the

acceleration due to gravity on Earth’s surface. The weight of a space probe on the surface of
Mars is about

a. nine times greater than its weight on Earth’s surface.

b. three times greater than its weight on Earth’s surface.

c. one-third its weight on Earth’s surface.

d. the same as its weight on Earth’s surface.

19. The product of an object’s mass and velocity is its
a. centripetal force. c. net force.
b. momentum. d. weight.

66

20. What is the momentum of a 50-kilogram ice skater gliding across the ice at a speed of
2 m/s?

a. k c. 50 k
zs—g g
mls
b. 48 kg-m/s d. 100 kg-m/s
Completion

Complete each sentence or statement.

 

 

 

 

 

 

 

 

21. Speed is measured in units of
22. A constant slope on a distance-time graph indicates
speed.
23. Because its is always changing, an object moving in
a circular path experiences a constant change in velocity.
24. A moving object does not if its velocity remains
constant.
25. Freely falling objects accelerate at 9.8 m/s2 because the force of
acts on them.
26. The acceleration of a moving object is calculated by dividing the change in
by the time over which the change occurs.
27. The force that opposes the motion of objects that touch as they move pass
each other is called
28. When a falling object reaches terminal velocity, the net force acting on it is
Short Answer
A B C

 

Figure 12-1

67

29. Figure 12-1 shows the paths followed by three balls. Each ball started moving at the
same time. Ball A was dropped and balls B and C were thrown sideways. Compare the times
for each ball to reach the ground.

 

 

 

 

 

 

 

 

 

30. How can you double the acceleration of an object if you cannot alter the object’s
mass?
USING SCIENCE SKILLS
Graph A Graph B
500
180 -
E 400 if 160 P
2 2 140 -
a 300 g 120 — >
g... g .0-
£5 £3 50 —
w to
-- 100 -- 4o -
D D 20 _
0c 1 l 1 1 o 1 l 1
0 4 8 12 16 20 O 1 2 3 4 5
Time (seconds) Time (seconds)
Figure 11-2

31. Using Tables and Graphs Which graph in Figure 11-2 shows periods of constant
speed? Explain your answer.

32. Interpreting Graphics Look at Figure 11-2. Describe the motion of the object in
Graph A.

33. Using Models Which graph in Figure 11-2 shows acceleration? How do you know?

34. Calculating Using Graph A in Figure 11-2, calculate the average speed of the object
in motion from 12 s to 20 5. Explain your calculation.

68

Appendix D-l

Graphing Your Motion

Graphs made using a Motion Detector can be used to study motion. A Motion
Detector measures the distance to the nearest object in front of it by emitting and
receiving pulses of ultrasound. A calculator can use distance and time measurements
to calculate velocity. In this experiment, you will use a handheld, a LabPro interface,
and a Motion Detector to produce graphs of your own motion.

OBJECTIVES

In this experiment, you will
0 Use a handheld, a LabPro interface, and a Motion Detector to measure distance
and velocity.
. Use a handheld to produce graphs of your motion.
. Analyze and interpret graphs of your motion.

 

MATERIALS
LabPro interface Vernier Motion Detector
Palm handheld meter stick
D t Pr ro am maskin ta
a a 0 p gr walkback and forth g
in front of

._ - _ MQGQQQGPQQV- _ ..

 

 

 

 

 

 

 

 

 

l“

Based on the activity from Science With Handhelds, © 2002 Vernier Software
& Technology

69

PROCEDURE
Part A Distance

1.

Tape a Motion Detector on a surface facing an area free of furniture and other
objects. The Motion Detector should be at a height about 15 cm above your waist
level.

Using masking tape, tape a 4 meter straight line on the floor directly in front of the
Motion Detector. Mark the tape at 1 meter intervals from the Motion Detector.

Plug the Motion Detector into the DIG/SONIC 1 port of the LabPro interface.
Connect the handheld to the LabPro using the interface cable. Firmly press in the
cable ends.

Press the power button on the handheld to turn it on. To start Data Pro, tap the
Data Pro icon on the Applications screen. Choose New from the Data Pro menu or

tap to reset the program.

Set up the handheld and interface for data collection.

a. On the Main screen, a live distance reading should be displayed for the Motion
Detector in DIG/SON 1 (in units of meters).

Tap -.

Tap and choose Graph Matching.

Tap to return to the Main screen.

Tap on the Main screen to view a randomly generated target distance
graph. You will return to this graph later in the procedure. For now, tap
to view a blank distance vs. time graph. The vertical axis is scaled from 0 to 3
meters, and the time axis is scaled from 0 to 10 seconds.

EDP-.057

Explore data collection for a distance vs. time graph.

a. Take a starting position one meter in front of the Motion Detector.
b. Signal your partner to tap -.
c. When the fast clicking begins, walk to a distance of two meters and stop.

d. After data collection is complete, a graph of distance vs. time will be displayed.
Discuss the results with your partners.

Match the first distance vs. time graph.

a. Tap to view a randomly generated target distance graphs for you to match.

b. Examine the graph and plan what you will do to match it. Note: The distance
tick marks represent distances 1 m apart. Data will be collected for ten seconds.

Take your starting position in front of the Motion Detector.
Have your partner tap to begin data collection.
Move according to your plan.

Examine the graph of the results.

In Processing the Data (Part A), sketch a graph of your results in the space
provided. Important: Your sketch should show both the first graph displayed

(erase-.0

70

by the handheld and the graph of your motion. Then, in the space provided,
describe what you had to do to match the first graph.

b. If you would like try matching the same graph again, tap to view a clean
version of the same target graph. If you are ready to move on to the second
graph, proceed to Step 8.

8. Repeat Step 7 for the three remaining distance vs. time graphs.
PROCESSING THE DATA (Part A)

1. Describe what you had to do to match each of the graphs. Note: Your distances
were different from those shown here.

 

 

 

 

 

 

Graph sketch What I did to match my graph:

Graph 1
Q)
0
C
.9
.2
0

Time

Graph 2
o
8
£9
.2
C:

Time

Graph 3
Q1
0
C
£9.
.9
C:

Time

71

Distance

Graph 4

 

 

Time

Sketch a distance vs. time graph for a car that starts slowly from a stopped
position, moves down the street faster, stops at a stop sign, and then starts slowly
again.

Distance

 

 

Time

Part B Velocity
9.

10.

11.

12.

13.

14.

Tap the y-axis label and choose Velocity Match. Tap to view a blank
velocity vs. time graph. The vertical axis is scaled from —2.0 m/s to 2.0 m/s, and
the time axis is scaled from 0 to 10 seconds.

Make a graph of your motion when you walk away from the detector with constant
velocity. To do this, stand about 1 m from the Motion Detector and have your lab
partner tap -. Walk slowly away from the Motion Detector when you hear it
begin to click. After data collection is complete, a graph of velocity vs. time will
be displayed.

The Data Pro irogram can also generate random target velocity graphs for you to
match. Tap Em, A new target graph will be displayed.

Write down how you would walk to produce this target graph. Sketch or print a
copy of the graph.

To test your prediction, choose a starting position and stand at that point. Have
your partner tap to begin data collection. When you hear the Motion
Detector begin to click, walk in such a way that the graph of your motion matches
the target graph on the handheld screen. It will be more difficult to match the
velocity graph than it was for the distance graph.

If you were not successful, tag to view a clean version of the same target
graph. Have your partner tap . Start to begin data collection when you are ready to
start walking. Repeat this process until your motion closely matches the graph on
the screen. Print or sketch the graph with your best attempt.

 

72

15. Tap - A new target graph will be displayed. Repeat Steps 12-14 for the new
graph.

PROCESSING THE DATA (PART B)

3. Describe what you had to do to match each of the graphs.
What I did to match my graph:

 

 

 

 

Graph sketch
Graph 1
92‘
§
a)
>
Time
Graph 2
.~§‘
§
a:
>
Time

4. What is the definition of velocity?

5. Sketch a velocity vs. time graph for a person who is walking, stops for a few
seconds, and then starts to run.

73

Velocity

 

 

Time

6. Describe the motion needed to make this graph:

If it is a distance vs. time graph?

If it is a velocity vs. time graph?

You can check your answers using a Motion Detector.
Part C Acceleration
16. Tap -. Once the Main screen reappears
a. Tap -.
b. Tap and choose Time Graph.

0. Tap to return to the Main screen.
17. Stand at the l m osition, this time with your back to the Motion Detector. Have

your partner tap -. Pause for about one second and then walk rapidly to the 3
m mark and stop. Sa “stop” when you have stopped. As you say “stop,” your
partner should tap —.
18. Tap on the y-axis label and choose ACC(m/sz). Sketch the graph.
PROCESSING THE DATA (PART C)

7. How does the acceleration vs. time graph differ from the other two graphs?

8. What is acceleration?

74

Appendix D-2

Acceleration

When a juggler tosses a ball straight upward, the ball slows down until it reaches the
top of its path. The ball then speeds up on its way back down. A graph of its velocity
vs. time would show these changes. Is there a mathematical pattern to the changes in
velocity? What is the accompanying pattern to the distance vs. time graph? What
would the acceleration vs. time graph look like?

In this experiment, you will use a Motion Detector to collect distance, velocity, and
acceleration data for a ball thrown straight upward. Analysis of the graphs of this
motion will answer the questions asked above.

OBJECTIVES

. Collect distance, velocity, and acceleration data as a ball travels straight up and
down.

0 Analyze the distance vs. time, velocity vs. time, and acceleration vs. time graphs.
. Determine the best-fit equations for the distance vs. time and velocity vs. time

graphs.
0 Determine the mean acceleration from the acceleration vs. time graph.
MATERIALS
LabPro interface Vernier Motion Detector
Palm handheld volleyball or basketball

Data Pro program

PRELIMINARY QUESTIONS

1. Think about the changes in motion a ball will undergo as it travels straight up and
down. Make a sketch of your prediction for the distance vs. time graph. Describe
in words what this graph means.

2. Make a sketch of your prediction for the velocity vs. time graph. Describe in words
what this graph means.

3. Make a sketch of your prediction for the acceleration vs. time graph. Describe in
words what this graph means.

Based on the activity from Science With Handhelds, © 2002 Vernier Software &
Technology

75

 

PROCEDURE

1.
2.

Place the Motion Detector on a table, away from other objects.

Plug the Motion Detector into the DIG/SONIC 1 port of the LabPro interface.
Connect the handheld to the LabPro using the interface cable. Firmly press in the
cable ends.

Press the power button on the handheld to turn it on. To start Data Pro, tap the
Data Pro icon on the Applications screen. Choose New from the Data Pro menu or

tap to reset the program.

Set up the handheld and interface for data collection.

a. On the Main screen, a live distance reading should be displayed for the Motion
Detector in DIG/SON l (in units of meters).

b. Tap -.
c. On the Setup screen, tap _.

(1. Enter “0.025” as the time between samples in seconds, using the onscreen
keyboard (tap “123”) or using the Graffiti writing area.

e. Enter “100” as the number of samples.
f. Tap twice to return to the Main screen.

In this step, you will toss the ball straight upward above the Motion Detector and
let it fall back toward the Motion Detector. This step may require some practice.
Data will be collected for five seconds. Hold the ball directly above and about 0.5
m from the Motion Detector. Use two hands. Be sure to pull your hands away from
the ball after it starts moving so they are not picked up by the Motion Detector.
Tap to begin data collection. You will notice a clicking sound from the
Motion Detector. Wait one second, then toss the ball straight upward. Be sure to
move your hands out of the way after you release it. A toss of 0.5 to 1.0 m above
the Motion Detector works well. You will get best results if you catch and hold the
ball when it is about 0.5 m above the Motion Detector.

Examine the distance vs. time graph. Repeat Step 5 if your distance vs. time graph
does not show an area of smoothly changing distance. Check with your teacher if
you are not sure whether on need to repeat the data collection. To repeat data
collection, simply tap when you are ready to toll the ball again.

DATA TABLE

 

Curve fit parameters: A B C

 

12:)i)stance(Ax2 + Bx +

 

Velocity (Ax + B)

 

 

Average acceleration

 

 

 

76

 

ANALYSIS

1.

Either print or sketch the three motion graphs. You can view a different graph
(distance, velocity, or acceleration) by tapping on the vertical axis label of a
displayed graph, and choosing DIG/SON l:DIST(m), DIG/SON 1:VEL(m/s), or
DIG/SON l:ACC(m/sz) from the menu. The graphs you have recorded are fairly
complex and it is important to identify different regions of each graph. Record
your answers directly on the printed or sketched graphs.

a. Identify the region when the ball was being tossed but still in your hands:
0 Examine the velocity vs. time graph and identify this region. Label this on the
graph.
0 Examine the acceleration vs. time graph and identify the same region. Label
this on the graph.

b. Identify the region where the ball is in free fall:

. Label the region on each graph where the ball was in free fall and moving

upward.
. Label the region on each graph where the ball was in free fall and moving

downward.

c. Determine the distance, velocity, and acceleration at these specific points. Tap
III or any data point on a graph to read numeric values displayed to the right of
the graph.

0 On the velocity vs. time graph, locate where the ball had its maximum
velocity, after the ball was released. Mark the spot and record the value on the
graph.

. On the distance vs. time graph, locate the maximum height of the ball during
free fall. Mark the spot and record the value on the graph.

0 What was the velocity of the ball at the top of its motion?

. What was the acceleration of the ball at the top of its motion?

Display a graph of velocity vs. time. To do this, tap on the vertical axis label and
choose DIG/SON 1:VEL(m/s). This graph should be linear in the region where the
ball was in freefall. Fit a linear equation to your data in this region.

a. Tap the Selection button, [M].

b. Tap on the left boundary of the region of the velocity vs. time graph that is
linear. An arrow (>) is displayed on this line.

c. Tap on the right boundary of the linear section. An arrow (<) is displayed on
this line.

(1. Tap the Zoom button, E], to display just the freefall portion of your data.
6- Tap then tap -

f. Choose Linear as the Fit Equation. Record the parameters of the curve fit in the
Data Table.

g. Tap to view the fitted curve with your data.

How closely does the coefficient of the x term compare to the accepted value of g?
The motion of an object in free fall is modeled by y = vot + 1/2 gtz, where y is the

vertical positioni v0 is the initial velocity, t is time, and g is the acceleration due to
gravity (9.8 m/s ). This is a quadratic equation whose graph is a parabola.

77

Tap on the vertical axis label of your graph and choose DIG/SON l:DIST(m) to
view the same section of the distance vs. time graph. Examine this graph to see if it
is a parabola in the region where the ball was in freefall. Now fit a quadratic
equation to your data.

a- Tap _
b. Choose Quadratic as the Fit Equation. Record the parameters of the curve fit in
the Data Table.

c. Tap to view the fitted curve with your data.

How closely does the coefficient of the x2 term in the curve fit compare to V2 g?

Tap on the vertical axis label of your graph and choose DIG/SON 1:ACC(m/52)
(acceleration). The graph of acceleration vs. time during free fall should appear to
be more or less constant. Note that because the graph is automatically scaled to fill
the screen vertically, small variations may appear large. A good way to analyze the
acceleration data is to find the mean (average) of these data points.

a- Tap -.

b. Record the mean acceleration value in the Data Table.

How closely does the mean acceleration value compare to the values of g found in
Steps 3 and 5?

List some reasons why your values for the ball’s acceleration may be different
from the accepted value for g.

EXTENSIONS

1.

Determine the consistency of your acceleration values and compare your
measurement of g to the accepted value of g. Do this by repeating the ball toss
experiment five more times. Each time, fit a straight line to the free-fall portion of
the velocity graph and record the slope of that line. Average your six slopes to find
a final value for your measurement of g. Does the variation in your six
measurements explain any discrepancy between your average value and the
accepted value of g?

The ball used in this lab is large enough and light enough that a buoyant force and
air resistance may affect the acceleration. Perform the same curve fitting and
statistical analysis techniques, but this time analyze each half of the motion
separately. How do the fitted curves for the upward motion compare to the
downward motion? Explain any differences.

Perform the same lab using a beach ball or other very light, large ball. See the
questions in #2 above.

Use a smaller, denser ball where buoyant force and air resistance will not be a
factor. Compare the results to your results with the larger, less dense ball.

. Instead of throwing a ball upward, drop a ball and have it bounce on the ground.

(Position the Motion Detector above the ball.) Predict what the three graphs will
look like, then analyze the resulting graphs using the same techniques as this lab.

78

Appendix D-3

Air Resistance

When you solve physics problems involving free fall, often you are told to ignore air
resistance and to assume the acceleration is constant. In the real world, because of air
resistance, objects do not fall indefinitely with constant acceleration. One way to see
this is by comparing the fall of a baseball and a sheet of paper when dropped from the
same height. The baseball is still accelerating when it hits the floor. Air has a much
greater effect on the motion of the paper than it does on the motion of the baseball.
The paper does not accelerate very long before air resistance reduces the acceleration
so that it moves at an almost constant velocity. When an object is falling with a
constant velocity, we describe it with the term terminal velocity, or VT. The paper
reaches terminal velocity very quickly, but on a short drop to the floor, the baseball
does not.

Air resistance is sometimes referred to as a drag force. Experiments have been done
with a variety of objects falling in air. These sometimes show that the drag force is
proportional to the velocity and sometimes that the drag force is proportional to the
square of the velocity. In either case, the direction of the drag force is opposite to the
direction of motioq. Mathematically, the drag force can be described using F drag = -
bv or F drag = —cv . The constants b and c are called the drag coefiicients that depend
on the size and shape of the object.

When falling, there are two forces acting on an object: the weight, mg, and air
resistance, —bv or -Cv . At terminal velocity, the downward force is equal to the
upward fogce, so mg = —bv or

mg = -—cv , depending on whether the drag force follows the first or second
relationship. In either case, since g and b or c are constants, the terminal velocity is
affected by the mass of the object. Taking out the constants, this yields either

2
VTocm OI'VT ocm

2 . . . . .
If we plot mass versus W or VT , we can deterrmne Wthl’l relatronshrp rs more
appropriate.

In this experiment, you will measure terminal velocity as a function of mass for falling
coffee filters, and use the data to choose between the two models for the drag force.
Coffee filters were chosen because they are light enough to reach terminal velocity in
a short distance.

Based on the activity from Science With Handhelds, © 2002 Vernier Software &
Technology

79

OBJECTIVES

. Observe the effect of air resistance on falling coffee filters.

. Determine how air resistance and mass affect the terminal velocity of a falling
object.

. Choose between two competing force models for the air resistance on falling
coffee filters.

MATERIALS
LabPro interface Vernier Motion Detector
Palm handheld 5 basket-style coffee filters
Data Pro program Graphical Analysis or graph paper (optional)
PRELIMINARY QUESTIONS

1. Hold a single coffee filter in your hand. Release it and watch it fall to the
ground. Next, nest two filters and release them. Did two filters fall faster,
slower, or at the same rate as one filter? What kind of mathematical
relationship do you predict will exist between the velocity of fall and the
number of filters?

2. If there were no air resistance, how would the rate of fall of a coffee filter
compare to the rate of fall of a baseball?

3. Sketch your prediction of a graph of the velocity vs. time for one falling coffee
filter.

4. When the filter reaches terminal velocity, what is the net force acting upon it?

80

PROCEDURE

1. Support the Motion Detector
about 2 m above the floor,
pointing down, as shown in
Figure 1.

2. Plug the Motion Detector
into the DIG/SONIC 1 port of
the LabPro interface.
Connect the handheld to the
LabPro using the interface
cable. Firmly press in the
cable ends.

3. Press the power button on the
handheld to turn it on. To start
Data Pro, tap the Data Pro icon
on the Applications screen.
Choose New from the Data Pro

menu or tap to reset the
program.

4. Place a coffee filter in the
palm of your hand and hold it
about 0.5 m under the
Motion Detector. Do not hold
the filter closer than 0.4 m.

5. Tap to begin data
collection. After the interface
beeps, release the coffee

Motion _ r—---
Detector

   

Interface

 

 

 

 

 

 

Figure 1

filter directly below the Motion Detector so that it falls toward the floor. Move
your hand out of the beam of the Motion Detector as quickly as possible so that
only the motion of the filter is recorded on the graph.

6. Examine your distance graph.

a. If the motion of the filter was too erratic to get a smooth graph, you will need
to repeat the measurement. With practice, the filter will fall almost straight

down with little sideways motion.

b. To collect data again, simply tap when you are ready to release the
filter. Continue to repeat this process until you get a smooth graph.

7. The velocity of the coffee filter can be determined from the slope of the
distance vs. time graph. At the start of the graph, there should be a region of
increasing slope (increasing velocity), and then the plot should become linear.
Since the slepe of this line is velocity, the linear portion indicates that the filter
was falling with a constant or terminal velocity (VT) during that time. To fit a line
to the linear region, you first need to select that portion of your data.

a. Tap the Selection button, [E].

b. Tap on the left boundary of the region of the distance vs. time graph that is
linear. An arrow (>) is displayed on this line.

c. Tap on the right boundary of the linear section. An arrow (<) is displayed on
this line.

Tap the Zoom button, lg, to display just the freefall portion of your data.

P-

8. Fit a straight line to the region you just selected.

Tap then tap -

Choose Linear as the Fit Equation.

Record the slope in the data table (a velocity in m/s).
Tap to view the fitted curve with your data.
Tap once again to return to the Graph screen.

9.9-9?!”

9. Repeat Steps 4 — 8 for two, three, four, and five coffee filters. (Optionally
extend to six, seven and eight filters, but be sure to use sufficient fall distance so
that a clear terminal velocity can be measured.)

 

 

 

 

 

 

DATA TABLE
N Terminal Velocity (TeaminaEVegwity)2
l. w (m/s) w (m /S)
b
e
r
1
2
3
4
5

 

 

 

 

 

ANALYSIS

. To help choose between the two models for the drag force, plot terminal velocity
vT vs. number of filters (mass). On a separate graph, plot vT vs. number of filters.
Use your handheld, Graphical Analysis, or graph paper. Scale each axis from the
origin (0,0).

. During terminal velocity the drag force is equal to the weight (mg) of the filter. If
the drag force is proportional to velocity, the vT cc m. Or, if the drag force is
proportional to the square of velocity, then VT oc m. From your graphs, which
proportionality is consistent with your data; that is, which graph is closer to a
straight line that goes through the origin?

. From the choice of proportionalities in the previous step, which of the drag force
relationships (- bv or - cv ) appears to model the real data better? Notice that you
are choosing between two different descriptions of air resistance—one or both may
not correspond to what you observed.

. How does the time of fall relate to the weight (mg) of the coffee filters (drag
force)? If one filter falls in time, t, how long would it take four filters to fall,
assuming the filters are always moving at terminal velocity?

82

Appendix D-4

Friction
Background

One of the forces you have studied is friction. Friction is a retarding force. This
means it lessens the effect of other forces. Friction, therefore, causes a “loss” of
useful energy in many mechanical devices. This energy, of course, is not really lost
but is transferred to heat energy at the point of contact.

In this lab you will explain why the movement of one object over another
produces heat and how changes in design can reduce friction. You will also learn
how surface area, texture, and weight influence friction.

Materials

Spring balances (2.5 N, 10 N)
Rectangular block of wood with metal eye
8 X 11 piece of sandpaper

Procedure

1. Suspend a block of wood from the 2.5 N spring balance and obtain its weight
in newtons.

Weight of block

 

2. Place the block on the lab table with its larger surface (side A) downward.

3. Keep the spring scale level with the table and pull the block along the table. In Data
Table 1 record the force indicated on the spring scale needed to start the block moving.
Also record the force indicated on the spring scale once the block is sliding evenly along
the lab table.

4. Repeat step 3 twice, recording your readings in Data Table 1. Calculate the average
for the starting friction and the sliding friction.

5. Calculate the surface area for side A (area = length x width), and record it in the space
provided.

6. Place the block on the lab table with its smaller surface (side B) downward.

7. Repeat steps 3 and 4. Record your readings in Data Table 1.

83

8. Calculate the area for side B and record it in the space provided

9. Repeat steps 1 through 8, sliding the surfaces of the block over a piece of sandpaper.

10.

Record your readings in Data Table 2 for side A and for side B.

Obtain a block of wood from another lab group, along with the data on its weight.

Place the second block on top of your block so that the original A side is facing down.
Record the weight of the two blocks and the sliding force required to move them both

across the lab table.

Weights of two blocks

Average sliding force

If time permits, add a third block and repeat.

Weight of three blocks

Observations

Data Table 1

Average sliding force

 

2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Surface area of side A cm Surface area of side B
cm
Trial Starting Sliding Trial Starting Sliding
Friction Friction(N) Friction (N) Friction(N)
(N)
1 l
2 2
3 3
Average Average
Data Table 2
Side A Side B
Trial Starting Sliding Trial Starting Sliding
Friction Friction(N) Friction (N) Friction(N)
(N)
1 1
2 2
3 3
Average Average

 

 

 

 

 

 

 

84

 

 

How did the starting friction compare to the sliding friction? I

 

Analysis and Conclusions

1.. What do you think accounts for the difference between the starting friction and
the sliding friction?

 

 

2. Based on your data, how does the surface area influence the sliding force of
friction?

 

 

3. Based on your data, how does the texture influence the sliding force of friction?

 

 

4. How does weight influence the sliding force of friction?

 

 

Critical Thinking and Application

1. List two situations in which friction can be helpful.

 

 

2. List two ways you could reduce the friction between two or more surfaces.

 

 

85

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