Reflection: Complex Tasks Lab Extension, Day #1 - Section 3: Lab Extension Predictions

 

I like to have students make predictions first because I have found in the past when I let them make predictions on their own and go at their own pace into a lab, students did not really think carefully about their ideas. This time for reflection is important to me because it forces students to think about the motion of the object and to start answering questions like: What should this motion look like graphically? What should happen to the slope of my position vs. time graph based on the motion? What does an acceleration vs. time graph tell me? As you can see in the student's examples, students had very different predictions for the same station (Lab Prediction 1Lab Prediction 2Lab Prediction 3Lab Prediction 4). 

  Complex Tasks: Predictions help students to think critically
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Lab Extension, Day #1

Unit 3: Uniform Acceleration Motion
Lesson 2 of 14

Objective: Students will be able to create 5 representations of motion for each situation including written descriptions, motion maps and motion graphs.

Big Idea: Students predict new relationships between position, velocity and acceleration based on what they discover in this lab of carts accelerating on a ramp.

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6 teachers like this lesson
Subject(s):
Science, Motion, Physical Science, acceleration (Physics), Graphing, free fall (Physics)
  60 minutes
lab extension
 
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