The Physics Phactory

Looking for a way to assess the definitions of and differentiation between distance, position, and displacement? Well! Here is the worksheet you have been waiting for. Use after students are exposed to the fundamental definitions of distance, position, and displacement. Encourage them to show + and - signs to communicate right and left directions and enforce the need to include units on each measurement.

If you know what a motion map is, you know there isn't a lot of quality practice available. This worksheet focuses on how the time of motion is communicated. Since the first "begin" dot represents the position at t=0s, there will always be one more dot then number of time intervals. If there are seven dots they represent six seconds of motion. In addition, the worksheet practices interpreting and expressing different types of motion qualitatively. Students will gain experience distinguishing

Complete the kinematics graphs!!! Students complete position vs. time graphs, velocity vs. time graphs, and acceleration vs. time graphs for objects moving at constant accelerations. They are given quantitative graphical position, velocity, or acceleration data on one of the graphs and use graphical techniques to complete the others. Students calculate the areas bound by the v vs. t and a vs. t graphs to find displacement and change in velocity and calculate the slopes of the x vs. t and v vs

This is a fantastic follow up to the Qualitative Motion Map Practice. It exercises student's ability to interpret and create motion maps. Things to look out for. students always want to start counting the time at 1 second. Remember the first dot represents the object's position at 0 seconds. So 8 dots means 7 time intervals of location information. Vertical dots indicate how many instants the object spent not moving. So three dots on top of each other describes an object staying still for

These introductory notes detail the fundamental properties of kinematics. They set up the introduction of vector and scaler properties and go on to define and distinguish distance, position, and displacement. They serve as a good intro to my "Introductory Distance, Position, and Displacement Practice Worksheet". The equations at the end are more of a preview of applications than comprehensive notes on speed and velocity.

This is a collection of notes, worksheets, and solutions designed to teach the fundamental properties of kinematics to blossoming physics students.

These notes accompany the "Graphical Models of Motion with Constant Acceleration" practice packet. Use these notes to show students how to complete position vs. time graphs, velocity vs. time graphs, and acceleration vs. time graphs for objects moving at constant accelerations. They are given quantitative graphical position, velocity, or acceleration data on one of the graphs and use graphical techniques to complete the others. Students calculate the areas bound by the v vs. t and a vs. t grap

These notes accompany the "Graphical Models of Motion with Constant Acceleration" practice packet. Use these notes to show students how to complete position vs. time graphs, velocity vs. time graphs, and acceleration vs. time graphs for objects moving at constant accelerations. They are given quantitative graphical position, velocity, or acceleration data on one of the graphs and use graphical techniques to complete the others. Students calculate the areas bound by the v vs. t and a vs. t grap

This is another packet from my Total Motion Breakdown series. This one extends to include the use of the newly introduced kinematics equations. You know the ones: Dx = 1/2 at^2 +vot v = at + vo v^2 = vo^2 + 2aDx Dx = 1/2(vo + v) t It also has students represent and interpret the motion from quantitative xvst, vvst, and avst graphs employing area and slope techniques to simplify the calculus.

This is the first in a series of total motion breakdowns. The concept of a total motion breakdown was inspired by sudoku. Students receive a information about the motion of an object in a verbal, mathematical, motion map, or graphical model. They then must use this information to complete the other unfinished models. Each total motion breakdown is complete when all four models are filled in and do not contradict. Later in the course they will grow to include kinematics and dynamics models

One of the most memorable labs you can do with students! Who wants to hit bowling balls with hammers? Everyone! This lab uses massive bowling balls to represent an inertial mass with negligible friction. Constant force is applied through a series of consistent "hits" with a rubber mallet. The lab works best if space for each experiment is taped out on a smooth tile floor. Prior to starting, students make predictions in the shaded areas. When experimenting with the bowling ball and hammer

This is a great practice packet designed to strengthen student understanding of the connections between position vs. time graphs and velocity vs. time graphs fo the same motion. After an introductory and exploratory first page, students are provided with three pages of practice graphs. The first set requires them to calculate the slope of the position graph in order to draw the velocity vs. time graph. The next set has them calculate the area bound by the v vs. t graph to produce a possible x

Another freebee from the AMTA Modeling in Physics Files. A strong follow up to Unit II Worksheet 4. It is hard to find great v vs. t graph stuff so enjoy.

These Total Motion Breakdowns require students to solve for and express the motion in these free-fall problems through vertical motion maps, yvst, vvst, and avst graphs, the acceleration of gravity and the four kinematics equations.

Humans can only naturally observe two properties when observing kinematics; position and time. We can see (hear, feel, or even smell) where an object is at an instant (position) and we can remember (time) where it was at a previous instant. Speed, velocity, and acceleration are properties we can only construct or infer from our observations of positions over time. We cannot directly sense them. While distance, position, and displacement are heavily reinforced in most physics classrooms the

A fun interactive way for small groups of students to , discuss, organize, and categorize the fundamental observable properties of motion. The top page is the answer key. Cut out the cards on the following pages and store them in packets until you are ready to use them. Have students spread them out on a surface and try to group them according to their properties. Each property should have four cards when sorted correctly with only one starred card in each set of four. If a group finishes e

Forces are usually introduced as pushes or pulls. However there is really more to it if you want to avoid crashing into some basic misconceptions later. This activity requires students to not only identify a force as a push OR a pull, but also has them identify the agent exerting the force, the object receiving the force and the vector direction of the force. By identifying a force as a complete sentence students can start to distinguish what is a force and what isn't. They also set the stag

These challenging constant velocity problems offer opportunities for students to apply mathematical and graphical solutions to solve problems. Student will use the xf = vt + xi equation and require students to design a solution using their understanding of constant velocity.

Solutions to the Constant Velocity Total Motion Breakdown Packet. Yay!!!

A free worksheet from the AMTA Modeling in Physics resources. This is a good way to introduce v vs. t graphs as the slope of the x vs. t graph. They also introduce the relationship between the area bounded by the v vs. t graph and the displacement of the object.