Projectile motion using photogates

Author Profile Summary Students discuss forces acting on objects in a trajectory motion.

Projectile motion using photogates

My teaching begin at a time when our schools had little in the way of technology, but a lot of energy and interest in doing lab activities.

Background

I was so fortunate to learn from many excellent science teachers; adept with the content and wizards in the lab. My passion for science and my drive to improve scientific literacy amongst our students and staff caused me to embed Argument Driven Inquiry strategies in my labs.

I have been teaching for over 40 years; 10 in Calgary, and over 30 years in Peel Region. In Peel MississaugaI have taught grades 9 and 10 science, along with grades 11 and 12 physics; part of editing teams for physics resources produced by the Perimeter Institute in Waterloo; presented at STAO; initiated a collaborative inquiry project with two other high schools in Peel, to develop an inquiry approach to kinematics, using wireless sensors from PASCO.

Apparatus First we found the initial velocity of the projectile, by measuring the distance between two photogates and using the Smart Timer to mark the time. Then, after calculating the initial velocity, we launched the projectile at three different angles, (35 degrees, 45 degrees, and 50 degrees). Projectile motion, for our purposes, is the motion of an object that has been launched and then is subject to only the force of gravity and the force of air friction. The Newtonian mechanics principles. UNIT Electricity. Energy output of a solar panel Photovoltaics (PV) is a method of generating electrical power by converting solar radiation into direct current electricity using semiconductors that exhibit the photovoltaic effect.

I have specialized in problem and inquiry based learning for the last 15 years. Learning is driven by case studies and questions, and units tend to be thematic based vs.

Projectile motion using photogates

I have been focusing on integrating technology into differentiated assessment techniques to meet the needs of specific learners, specifically assessing students in lab activities explaining their thinking and demonstrating laboratory skills.

I am currently developing a long-term study for science, math and geography students to take part in with a local First Nations community to monitor the effects of climate change on the sugar maple stand they produce syrup from.

Student will engage in their own inquiries that develop scientific skills of data collection, research and reporting as well as an understanding for Indigenous ways of learning and managing the environment. Our TLLP was PASCO sensor focused and I enjoyed seeing what new explorations I could do with my students using sensors — the data just keeps giving us new questions and students feel professional using the technology.

I was also involved in NPDL New Pedagogies for Deep Learning last year and again this year and leveraging digital is always a cornerstone of that work.

I feel strongly that students need to take their learning public and begin to create their digital presence while learning digital literacy.

Projectile motion using photogates

Intermediate School Teacher, Bayview Middle School, Toronto District School Board As a science and technology teacher for over 10 years, I have learned that adapting to our new tech-savvy youth is essential if educators are to effectively engage students and student learning in the 21st century classroom.

With experience in five school boards across Canada, I am constantly learning from my diverse student body and creative teacher colleagues to develop hands-on, relevant, innovative and exciting programs. Most recently I volunteered as a Digital Lead Learner DLL with Toronto District School Board to build capacity and enable educators to integrate technology and technology tools into their educational programming.

I have also written a number of pedagogical documents to support educators deliver curriculum in their classrooms. As students continue to develop global connections and understandings about the world around us, I will focus on developing lessons and sharing educational tools with colleagues to support global competencies and relevant skill sets among our youth through engaging learning opportunities.

During this time I became interested in using authentic problems to enhance student learning. I was asked to be part of a curriculum design team and wrote the Multimedia 12 and Computer Programming 12 curriculum documents for the province of Nova Scotia.

Projectile Motion (Photogates) | Experiment #8A from Physics with Vernier

After stints as a high school Vice Principal and Project lead for the Powerschool roll out in the province, I took on the role of Consultant of Technology Integration for my school board. In this capacity I have been part of some very exciting technology projects including the introduction of probe ware into our elementary and middle schools.Experiment 2: Projectile Motion In this lab we will study two dimensional projectile motion of an object in free fall - that is, an object that is launched into the air and then moves under the in.

Physics Lab 2 PROJECTILE MOTION Introduction: By rolling a steel marble down a ramp and measuring its horizontal range, you can calculate the marble's launch velocity. To confirm this velocity with an independent measurement, you can use a photogate.

components of its motion are governed by the equations used to describe a freely falling object, y= y 0 + v 0yt+ 1 2 g yt2 (2) v= v 0y + g yt; (3) where g y = { m/s2 is the gravitational acceleration. The vertical and horizontal components of projectile motion are independent from each other.

Sample Data

Projectile Motion - 1 Disclaimer: This lab write-up is not to be copied, in whole or in part, unless a proper reference is made as to the source. (It is strongly recommended that you use this document only to generate ideas, or as a reference to explain complex physics necessary for completion of your.

Oct 27,  · Student led lab in which they design their own experiment using projectile Equipment courtesy of Alabama Science in Motion. GO DRAGONS WIN. In our push to get more students involved in STEM subjects, we incorporated LEGO robotics into our high school Physics and our AP Physics 1 curricula.

Scott Hildreth - Chabot College - Projectile Motion Challenge Part 1