| |
| Chapter 3: The Track and Field Championship |
| Activity Summaries |
Physics Principles |
Activity One: Running the Race
Students time classmates to calculate the average speed as they run set distances. They then compare and analyze differences in speed of one runner at different distances and among different runners for the same distance. |
- Relationship of speed, distance and time
- Kinetic energy and motion
|
Activity Two: Analysis of Trends
Students examine graphs representing results from track meets to explore trends in average speed. From this, they learn about extrapolation of data and the use of data in making predictions. |
- Average Speed
- Using data as basis for predictions
|
Activity Three: Who Wins the Race?
Students use a ticker-tape timer to investigate speed of cars on sloped tracks. Analysis of the tapes introduces the concept that the average speed is not the same as actual speed at all points. |
- Acceleration
- Average Speed
- Friction
|
Activity Four: Understanding the Sprint
Students create and analyze graphs of split time vs. distance as an introduction to instantaneous speed and how a runner changes speed during a race. |
- Acceleration
- Instantaneous Speed
- Average Speed
|
Activity Five: Acceleration
Using a simple accelerometer to monitor changes in motion, students investigate acceleration and deceleration while walking, then with physics lab carts. |
- Acceleration
- Instantaneous Speed
- Average Speed
|
Activity Six: Running a Smart Race
Focusing on split times and the changes in speed over the total distance, students explore how a runner can apply concepts of constant speed and acceleration to plan a strategy for winning a race. |
- Acceleration
- Velocity and Speed
|
Activity Seven: Increasing Top Speed
Students measure their own stride length as an introduction to wavelengths. They then investigate the relationship of speed in a race to stride length and stride frequency of the runner. |
- Wavelength
- Velocity = Frequency x Wavelength
|
Activity Eight: Projectile Motion
To develop understanding of the shot put, students explore the
differences between the motion and landing position of objects dropped straight down to those with projected motion. |
- Projectile Motion
- Gravity
- Free Fall
|
Activity Nine: The Shot Put
Students compare mathematical and physical models of projectile motion to that of a shot put. They apply this to describe the vertical and horizontal motion of the projected object, and predict its trajectory. |
- Projectile Motion
- Gravity
- Trajectories
|
Activity Ten: Energy in the Pole Vault
Students use a penny launched from a ruler to model motion during the pole vault. They connect their observations to the concept of energy conservation. |
- Gravitational Potential Energy
- Transfer of Mechanical Energy
- Conservation of Energy
|