Unit 1, Week 3, Kinematics

Task 1: We are starting to look at old animation techniques (frame-by-frame) vs. new (computer).  To do this, we have to capture some video using a video capture (screen capture) utility.   Alternatively, you can use a good video camera and get a clip from a tv set, but then you have to convert it to a from that the computer will accept.
Your task is to get a clip of a digitally animated system that is 30 to 40 seconds long and shows constant horizontal motion, changing horizontal motion and vertical motion.   You need to upload this video as a .avi file to your document storage in Google Docs, and share with your group and with me.
Along the way, you need to PERSONALLY document in some way the differences the following concepts (I will ask for this on Friday):

•  file types, including avi, mpg, mov, mp4,flv etc
• codecs, and why they matter
• the difference between rendered videos and video projects
• how to use and install a screen capture utility
• how to use Windows Movie Maker, Uploading features, and digital video

Task 2:  You will need to pick an old video from the options available in my classroom.  Find a clip that  shows constant horizontal motion, changing horizontal motion and vertical motion and put these clips together, with identifying titles, into a Windows Movie Maker file.  Note:  this works best if you use the same computer all week long.  Use a sticker to mark your group's computers.

Task 3: Repeat Task 2 with the uploaded video that I have approved from Task 1.

Task 4:  Start gathering ticker tape data for six situations on your video.   To do this, we will need to use a Windows Media Maker project, not an actual video. This video data must be entered into a Google Docs Spreadsheet and a scattergram must be generated for all six of them.

Expect a quiz on Friday.

Unit 1, Week 2, Kinematics

Task 1: Yesterday, at the end of class, we started discussing models.  We've used several in this class already.  A model is a piece of information that shares some, but not all, pieces of reality.   For example, a globe of the earth doesn't ACTUALLY have water, or active volcanoes, or wind and weather.   It's designed to let us see where everything is at in relationship to something else.

What do each of these models do with regards to velocity? What aspects of reality do they lack?  Discuss this with your partners in the class and place into your binder.

• ticker tape
• video tape
• d-t graph
• equation associated with the d-t graph
• logger pro information

We'll take a look at the models as we try this work.   It must be completed individually, and there are copies by my desk if you want them.

Task 2:   V-t graphs are another type of model.   If you cut apart the intervals strips on a ticker tape, you can see what is happening to the velocity (the interval/unit time) over a series of time periods.   Yeah, that's a bit confusing.   Basically, you are separating the strips on a ticker time into small sections and then go again.

This would be long and tedious if we always had to do ticker strips, right?











So, there is another way.   We determine the slope of the d-t graph and that becomes the value for the v-t graph.   It all starts with the ticker tapes, but Logger Pro can help us out with the details as we get ready.  Use the logger pro to do the activities suggested here.   For each one, you will need to record in your notebook what the d-t graph looks like, what the v-t graph looks like, and what you think the ticker tape would look like.

Task 3:  We've got to be able to go from one graph to another quickly in our minds.   That's what this task is for, and why you need to complete it individually.   Copies are available by my desk.

Task 4:  Review for next week's quiz.

Individual Practice--this is an OPTIONAL activity to help you study

Distance-Time Ticker Tape graphs (try each of the problems)

Varying velocities

Optional reading (check your answer at the bottom is especially helpful)

Unit 1, Week 1, Kinematics

Your goal during the first three days is to make sure all of you will know how to do the following tasks.   Students who feel ready to be assessed for understanding need to see ::mapowell:: Don't worry if you aren't working on the same task as others.   Your group knows what you need.

My goal is to help as needed.  You don't need a babysitter, but you may need some help in figuring out where to start and how to deal with confusion.   Help one another and listen when I try to help you.  

Strobe picture of person throwing balls

Task 1:  Create motion strips for a) constant velocity, b) no velocity, c)(+) acceleration, d) (-) acceleration, and e) random motion.  Document each strip in photos and upload to google docs in a shared collection, along with accompanying x-y scatter graphs.  Share with each of the members in your group and with me

You may wish to use the online curriculum on the left, or check here, here, and here.

Task 2:  Create a flip or blackberry video that details motions of each of a) to e) above using a toy car.  To do this, you must shoot a side-to-side motion.  Upload the video to youtube and email me the URL/embed code.

Task 3:  Walk steps a) to e) listed above with a Logger Pro setup.   You will need to learn how to use the Logger Pro, and you must print each of five graphs along with the accompanying data set to show ::mapowell::

Task 4:  Formative assessment check.   Ask when you are ready to take this on an individual basis.

Critical questions:

• can we perfectly model constant motion?
• how does speed differ from velocity or acceleration?
• if you aren't moving, are you going at a constant or variable velocity?

Call of Duty Prompt

Well, what do you think?  Is this well-animated or not with respect to speed, velocity, or acceleration?  How fast does an object have to move to be 'animated?'