Lesson+Plan

Title of Lesson: Vertical Motion Model || Date: Timeframe of Lesson: 2 Hours || Author(s): Kyle Thompson || School District: Tomorrow River Campus: Amherst High School || Subject Area(s): Intermediate /Advanced Algebra || Grade Level(s)/Course: High School (10-12) || State Standards [] |||| Subject Specific: High School: Algebra » Creating Equations* 1,2,3,4 » Represent and solve equations and inequalities graphically. 10, 11 // Technology Specific ////: // []  A.12.5, B.12.7  || Stated Objective(s) |||| Students will understand the Vertical Motion Model and how to find information about the trajectory of an object by using the algebraic equation and its graphic model. The students will also learn to create a model equation using different experiments. || Procedures for Lesson |||| Students will be assigned into pairs and given a ball to throw. The students will be assigned titles as thrower and recorder for each the different sessions. Session 1: The thrower will use his/her calculated initial vertical velocity to find the vertical motion model of the ball he/she is throwing. (He/she will not actually make the vertical motion throw.) Session 2: This thrower will use the time and distance to find the vertical velocity and consequently the vertical motion model for the ball he/she is throwing. (He/she will be making the vertical motion throw.) Steps: 1. Students will need to measure the initial height of the object being thrown. They should each take some practice throws to get the release motion consistent. After a few throws, the other student should measure from the ground to the release point of the ball. 2. Session 1: The students will need to calculate the initial velocity by measuring a distance from them to the wall and timing how long it takes for the ball to get there. (A timing gun can be used here as well, but more calculations will need to be made.) Session 2: The thrower will throw in a field as far as he/she can. They are going for distance. The recorder will stand where the ball will land with a stop watch and time how long it takes for the ball to land. They will then measure the distance from the thrower to where the ball lands. They can then calculate the initial velocity and write a vertical motion model. 3. Once both models are found the students can use graphing calculators and computer graphing applications. Do this first on separate graphs and print out the graphs. Then answer the questions in section 1. The students will do things like find the height at a certain time, the maximum height, or the time it took for the object to get to a certain height. 4. After this is done use the same graphing utilities to compare the two graphs on the same coordinate plane. Then answer the questions in section 2. This deals more with comparisons outside variables, human error, calculation problems and reflection. 5. Finally, the students should use the same graphing utilities to experiment with different measurements of for heights, times and velocities. They should make a final conjecture of what happens to the flight of a ball when the velocity changes. || Assessment or Evaluation |||| The students will turn in the worksheets at the end of the project and the print-outs of the graphs. The students will also turn in a reflection that can be submitted electronically. || Enrichment |||| Extensions can include: running the experiment with different objects, throwing the ball differently or kicking it. Also the students can research other motion equations and how they could experiment to find those equations. || Materials |||| Ball or Object Yard Stick or Tape Measure Stop Watch Graphing Calculator (TI-nspire, or TI-83) Computer Graphing Utility (SMART Board, TI-nspire software, Grapher utility on NLVM 9-12 website, etc.) || |||| // NLVM – Grapher http://nlvm.usu.edu/en/nav/frames_asid_109_g_4_t_2.html?open=activities&from=category_g_4_t_2.html // // TI-nspire graphing calculator and computer software // // SMART Board //
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 * __ Other Resources __**** : **// Algebra Text Book // ||