**Unit VI: 2-D Particle Model**

One thing that come to mind during this demo was the following video from Veritasium.com:

**What do you notice?**

**What can you measure?**

Here’s a rough sketch:

After being shown equipment

**What can you manipulate**?

Stuffed animal with metal screw in its head

He attaches the Electromagnet to the ceiling in the back of his room and runs the ingoing and outgoing wires above is ceiling (drop-down I’m guessing) to the front of his room. He uses the conduit as the blow gun and makes darts by gluing cones of paper to the head of the nail. Have the two wires run up the side of the conduit and each extent the bare wires beyond the opening of the conduit. Bend the wires so they touch in the middle of the opening. As the dart shoots out, it will separate the wires, breaking the connection. Here’s his sketch:

*I missed this day of the workshop, however, a few of my cohort were gracious enough to take notes. I’m doing my best to take what they gave me. Any help to clarify things would be greatly appreciated.*

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
- vs t
- vs t

-Highlight first 1.5 second to analyze

- compare slope of x vs t and average value of from vs t graph
- lead students to see that is constant but is changing: slope is 9.8
- 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.

Next on the agenda was to split up an article to have summarized on whiteboards by the groups.

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