**Physical Science: Interpreting Motion Graphs**

Students worked through a few questions based on a graph of an imaginary bike race. After a few straightforward interpretation questions like who started out the fastest and who finished first, I borrowed a page from Frank Noschese and asked students to come up with a few different ways to find the average velocity of Barry. Students then tested their approaches by using each speed to predict how long it *should* take Barry to finish the race. The average speed found by taking the total distance over the total time gave a result closest to his actual time, so students decided that is what we should use for average speed. They also liked that this was the easiest of all the approaches 🙂

**Physics: Data Analysis**

Students graphed the position vs. time data they collected yesterday for a cart rolling down a ramp. I always waffle over whether to reserve a computer lab or a netbook cart for things like this. Our netbooks are a few years old and not terribly reliable, so using them means some technical glitches and frustration that can usually be avoided in a computer lab. On the other hand, I knew that some groups would need to collect additional data or to re-measure a few points. I could have clued those groups in yesterday, but I’d much rather they use their graph to see a need for additional data and make the choice themselves, which means they need access to lab equipment while graphing. Regardless of the netbook issues, just about every group got a position vs. time graph and (hopefully) knows what they need to do to make a linearized graph. Tomorrow, we’ll prep whiteboards and discuss the results.

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