Type:

Other

Description:

This learning cycle features 19 videotaped experiments, organized sequentially for introducing fundamentals of motion in introductory physics courses. Each video includes learning goal, prior information needed to understand the material, and elicitation questions. Topics include constant velocity, constant acceleration, falling objects, projectiles, and the physics of juggling. The instructional method is based on cognitive apprenticeship, in which students focus on the process of science by observing, finding patterns, modeling, predicting, testing, and revising. The materials were designed to mirror the activities of scientists when they construct and apply knowledge. See Related Materials for links to the full collection by the same authors and for free access to an article explaining the theoretical basis for this instructional method.

Subjects:

  • Education > General
  • Mathematics > General

Education Levels:

  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12

Keywords:

Acceleration,Motion in Two Dimensions,NSDL,Motion in One Dimension,Education Foundations,Undergraduate (Lower Division),gravitational acceleration,Mathematics,Classical Mechanics,Newton's Second Law,gravity,video clips,Grade 14,Force, Acceleration,High School,kinematics,oai:nsdl.org:2200/20130508142754640T,Grade 12,Grade 13,Life Science,Grade 11,Informal Education,freefall,Higher Education,Cognition,NSDL_SetSpec_ncs-NSDL-COLLECTION-000-003-112-102,1D motion,projectiles,Gravitational Acceleration,Investigative Science Learning Environment,Velocity,Physics,Cognition Development,Technology,physics videos,Education,Projectile Motion,ISLE

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
Update Standards?

CCSS.Math.Practice.MP2: Common Core State Standards for Mathematics

Reason abstractly and quantitatively.

CCSS.Math.Content.HSF-IF.C: Common Core State Standards for Mathematics

Analyze functions using different representations

CCSS.Math.Content.HSF-IF.C.7: Common Core State Standards for Mathematics

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.?

CCSS.Math.Content.HSF-IF.C.7a: Common Core State Standards for Mathematics

Graph linear and quadratic functions and show intercepts, maxima, and minima.

CCSS.Math.Content.HSF-IF.C.9: Common Core State Standards for Mathematics

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

CCSS.Math.Content.HSF-BF.A: Common Core State Standards for Mathematics

Build a function that models a relationship between two quantities

CCSS.Math.Content.HSF-BF.A.1: Common Core State Standards for Mathematics

Write a function that describes a relationship between two quantities ?

CCSS.Math.Content.HSF-BF.A.1a: Common Core State Standards for Mathematics

Determine an explicit expression, a recursive process, or steps for calculation from a context.

CCSS.Math.Content.HSF-BF.B: Common Core State Standards for Mathematics

Build new functions from existing functions

CCSS.Math.Content.HSF-BF.B.3: Common Core State Standards for Mathematics

Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

CCSS.Math.Content.HSF-LE.A: Common Core State Standards for Mathematics

Construct and compare linear, quadratic, and exponential models and solve problems

CCSS.Math.Content.HSF-LE.A.3: Common Core State Standards for Mathematics

Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
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