The day began with everyone working on Unit VI worksheet. Everyone worked individually, and then the groups met to create whiteboards.

- Useful to separate horizontal and vertical givens in table:

-Good to explicitly show + state that t is the same for horizontal and vertical motion

-Good to keep algebra in variable until the last step - then plug in number

#4 Would be interesting in adding a horizontal & vertical motion map for car and ball

-stress constant velocity in horizontal direction

- ESL students have difficulty with "how long" thinking it means distance

LoggerPro basket ball shot analysis follow up

- After students have generated data, insert 3 graphs + auto arrange

- x vs t
- y vs t
- $v_x$ vs t
- $v_y$ vs t

- compare slope of x vs t and average value of $v_x$ from $v_x$ vs t graph
- lead students to see that $v_x$ is constant by $v_y$ is changing (slope is 9.8 $m/s^2$)
- If you want, have students insert a quadratic fit onto y vs t graph and lead them to find what the meaning of the constants are in the regressed equation.

After lunch, Jon and Chris asked for feedback for Unit VI

**What worked:**

Video analysis lab

**Plan for Dart Gun for Classic Monkey Problem**

Worksheet #3

Wells Reading

Hammer article about Lisa & Ellen

Group Work

Adaptability of labs to every level of student (*response to comment on what didn't work)

**What didn't work:**

Transition from 1D to 2D - we would like to see the process

Time constraints

Simplicity of labs*

Jon and Chris then started the paradigm lab for Unit VII

Had 3 volunteers

- Held a bowling ball and walked at constant speed
- Pushed against a wall
- Lift a small mass

Physics defines work in a more specific way

-Establish direction early on and physics specific definition of workA change in position due to a force that is applied in the direction of the change in position

-Student "1" does no work on the bowling ball

-Pushing a stuck car - you should push parallel to maximize work

-Teach students the concepts before introducing the math

Jon dropped a bowling ball - had cohort brainstorm different types of energy.

Discussed the energy transfer mechanism -> work

"We" then began Unit VII worksheet 1 before doing any labs. Worked on the assignment individually and then presented a problem on whiteboards.

#3) still has velocity at the top

Discussion of energy as a scalar

Be careful to use "transfer" instead of "lost" when referring to energy

Jon and Chris then used a Piece of equipment with four wooden track, each with a different shape and unique color (the only similar product I'm finding on the internet is this).

The students are then asked,

- "Which ball will reach the end of the track first?"
- "Which will hit the ground the farthest from the table?"

Then moved on to "Spring Lab"

Mass hanging on a spring, which is hanging from the Force sensor

**Purpose:**To determine the mathematical and graphical relationships that exists between force and displacement of a spring

Each group was given 2 different spring (1 short & 1 long)

*{*

*Overall there were 2 different lengths and 2 different spring constants for this lab.}*

*{Some groups randomly selected 2 lengths with same k, others had 1 of each k}*

Group plotted F vs x results on whiteboard

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