![]() (Hint: If you measure from the top of the ball, how high will the ball bounce if you drop the ball from zero…and can you drop the ball from zero?) Allowing for different groups to use different measuring points will allow this to be revealed in the whiteboard meeting. The location of the measurement will not affect the slope of their graph, but will affect the y-intercept. ![]() It is best not to force either way upon them, but to allow each group to determine and record where they will be measuring from. Some may want to record from the top of the ball, some from the bottom. It is important to bring up in the discussion where on the ball the group is going to record from.I prefer the “best practice” of three trials for each of ten initial conditions. do you want to develop procedures that we want many (10?) data points, and/or many trials for each height (3?), or have that come out as groups share their experimental designs in their whiteboards. Here is where you can be more “inquiry” or “guided inquiry,” e.g.Students may suggest using camera phones to record the height of the bounce-work out with your students what you will accept-but be open to accept creativity.Some groups will say “bounce it from 1 meter and from 0.5 meters, then add them.” I usually show two points on a graph, then draw a straight line through them and a parabola through them, and ask which trend is the best predictor.Develop a “best practice” of collecting ten data points to analyze:.Students define the “Independent variable” as the drop height, and the “Dependent variable” as the bounce height.Demonstration that there are different ways to approach the challenge.Some class-wide practices (we’ll all drop on the floor so everyone has a similar bounce surface).you can’t measure the height of a table, then place the meterstick on the table to get 1.5 meters– but congratulate any group that develops this or similar “illegal” procedure as being creative!) After this, a class-wide discussion helps generate:.Students spend about ten minutes with their lab group discussing their design.They are challenged to develop a method of determining how high their ball will bounce if dropped from 1.5 meters and from five meters. Students are presented with a variety of balls and a meterstick. The goal of the lab is to introduce students to the role of physics in making predictions, and for me to see where they have strengths and weaknesses in lab procedures and data analysis. I use this lab as an introduction to my physics class at all levels: First year and AP. This document includes NGSS correlation with Science & Engineering Practices (HS-ETS1-2 and HS-ETS1-3) and Crosscutting Concepts (HS-PS2-2). Update: April 2019: I completed a seven page document that contains this post and a bit more.
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