Tag Archives: Motion

In this activity, you will observe the motion of a variety of objects under a variety of conditions. You will interpret your observations to learn the relationship between force, mass, and acceleration.

Chapter 5 Lab #16: Students will predict the landing point of a projectile and investigate the independence of horizontal and vertical components of motion.

Chapter 4 Lab #13: Purpose: To investigate the motion of an object as it rolls down an incline.

In this simple lab using an Air Track, students will quantitatively observe the motion of a glider when the track is as level. They will observe that its velocity is constant from one end to the other, demonstrating that the glider has no net force on it. The most simple type of photogate is needed for this lab. It need only measure the time that the beam is blocked and display the time. Students can quickly determine that the velocity is the same by examining the data. This lab is a good introduction to the air track/photogate system.

Engaging students, grabbing their attention; any teacher would agree that's the key to getting students excited about science, and maybe even remembering a little of what they learned. In this issue of CoolStuff we connect complete cool, with an important lesson on energy and motion. Extreme sports push the limits of what is humanly possible, but really big stunts take more than athleticism and guts. Really big stunts require science!

In this simple lab using an air track and two photogates, students will calculate the acceleration of a glider sliding on an incline, and calculate the force that caused the acceleration. Simple connected photogates are needed for this lab. They need to display the time they are blocked, and the time between. Note that “time between” is from the beginning of one gate to the beginning of the other.

Conceptual Physics chapter demos for teachers discussing projectile motion, non-linear motion, friction and air resistance.