APS DISTRICT HIGH SCHOOL
Course Title:
Physics C AP CEC Course
Number: 445C2
Department: Science ADS Number: 17384944
Prerequisites: Co-requisite of Calculus
Length of Course: One Year Credit/PRI
Area: 1 .0 per Sem/Elective Grade Level(s): 11-12
Important Notes:
COURSE DESCRIPTION:
This laboratory course* is designed as a rigorous introductory college level physics course with laboratory activities. The student examines mechanics, electricity and magnetism at a level appropriate for college majors in the physical sciences and engineering. It is recommended as a second-year physics course for the student interested in the physical science and/or engineering. The student uses calculus to formulate physical principles of electricity and magnetism to solve problems and applies inquiry to the study of matter and energy and their interaction. The student is encouraged, but is not required, to take the AP exam at the end of the school year.
* Lab Courses: A minimum of 250 minutes per week of directed class activity for 36 weeks, 40% of which must be lab oriented, for a total of 150 clock hours (90 hours of class plus 60 hours of lab) shall be required for one (1) unit of credit, excluding passing period. [APS Procedural Directives, Section I – Instruction, Basis for offering credit].
References in parentheses following each
performance standard align with the State of New Mexico Science Standards (NM)
and the Albuquerque Public Schools Language Arts Standards (APS - LA).
STRATEGIES:
The “Illustrations” column in the program of studies provides exemplars of
the performance standards, strategies, and best practices suggested by science
teachers in the
Albuquerque Public Schools (APS).
ASSESSMENTS:
Assessments may include the following:
authentic and performance-based assessment, cooperative learning, teacher
observations, checklists, tests and exams, formal and informal writing, small
group and full class discussions, oral and multimedia presentations, projects,
demonstrations, and portfolios.
Assessments are based on appropriate rubrics.
SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS:
- Fundamentals of Physics by David Halliday, et.al, (John Wiley, 2002).
- Physics for Scientists and Engineers by Paul Stephen Gasiorowicz, et. al., (Prentice Hall, 1996).
- Physics for Scientists and Engineers by Douglas Giancoli (Prentice Hall, 2002).
- Physics for Scientists and Engineers by Raymond Serway, et.al (Brooks/Cole, 2002).
- Physics for Scientists and Engineers by Paul Tipler, et.al., (W.H. Freeman, 2003).
- Physics for Scientists and Engineers by Richard Wolfson, et.al., (Addison Wesley, 1999).
- Physics Parts I and II by David Halliday, et.al., (John Wiley, 2001).
- Principles of Physics by Raymond Serway, et.al., (Brooks/Cole, 2002).
- Sears and Zemansky’s University Physics by Hugh Young, et.al., (Addison Wesley, 2000).
SUGGESTED TITLES/AUTHORS WEB SITES:
- www.apcentral.collegeboard.com
Approved by HSCA: 12/04
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STRAND I: Scientific Thinking and Practice CONTENT STANDARD: The student understands the processes of scientific investigations and uses inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. |
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BENCHMARKS: A. The student uses accepted scientific methods to collect, analyze, and interpret data and observations and to design and conduct scientific and communicate results. B. The student understands that scientific processes produce scientific knowledge that is continually evaluated, validated, revised, or rejected. C. The student uses mathematical concepts, principles, and expressions to analyze data, develop models, understand patterns and relationships, evaluate findings, and draw conclusions. |
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GRADE 11-12 |
PERFORMANCE STANDARDS |
ILLUSTRATIONS |
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1. Describes the essential components of an investigation, including appropriate methodologies, proper equipment, and safety precautions (NM-I.I.I.1). 2. Designs and conducts scientific investigations that include (NM-I.I.I.2): · testable hypotheses, · controls and variables, · methods to collect, analyze, and interpret data, · results that address hypotheses being investigated, · predictions based on results, · re-evaluation of hypotheses and additional experimentation as necessary, and · error analysis. 3. Uses appropriate technologies to collect, analyze, and communicate scientific data (e.g., computers, calculators, balances, microscopes) (NM-I.I.I.3). 4. Conveys results of investigations using scientific concepts, methodologies, and expressions, including (NM-I.I.I.4): · scientific language and symbols, · diagrams, charts, and other data displays, · mathematical expressions and processes (e.g., mean, median, slope, proportionality), · clear, logical, and concise communication, and · reasoned arguments. 5. Understands how scientific theories are used to explain and predict natural phenomena (e.g., plate tectonics, ocean currents, structure of atom) (NM-I.I.I.5). 6. Understands how scientific processes produce valid, reliable results, including (NM-I.I.II.1): · consistency of explanations with data and observations, · openness to peer review, · full disclosure and examination of assumptions, · testability of hypotheses, and · repeatability of experiments and reproducibility of results. 7. Uses scientific reasoning and valid logic to recognize (NM-I.I.II.2): · faulty logic, · cause and effect, · the difference between observation and unsubstantiated inferences and conclusions, and · potential bias. 8. Understands how new data and observations can result in new scientific knowledge (NM-I.I.II.3). 9. Critically analyzes an accepted explanation by reviewing current scientific knowledge (NM-I.I.II.4). 10. Examines investigations of current interest in science (e.g., superconductivity, molecular machines, age of the universe) (NM-I.I.II.5). 11. Examines the scientific processes and logic used in investigations of past events (e.g., using data from crime scenes, fossils), investigations that can be planned in advance but are only done once (e.g., expensive or time- consuming experiments such as medical clinical trials), and investigations of phenomena that can be repeated easily and frequently (NM-I.I.II.6). 12. Creates multiple
displays of data to analyze and explain the relationships in
scientific
investigations (NM-I.I.III.1). 13. Uses mathematical models to describe, explain, and predict natural phenomena (NM-I.I.III.2). 14. Uses technologies to quantify relationships in scientific hypotheses (e.g., calculators, computer spreadsheets and databases, graphing software, simulations, modeling) (NM-I.I.III.3). 15. Identifies and applies measurement techniques and considers possible effects of measurement errors (NM-I.I.III.4). 16. Uses mathematics to express and establish scientific relationships (e.g., scientific notation, vectors, dimensional analysis) (NM-I.I.III.5). |
NOTE: Illustrations include suggested activities for attaining each performance standard. A check (√) refers to a key feature to look for while assessing student performance. 1. The student applies centrifugal
acceleration and ü correct calculation of the lift to mass ratio of a bird ü realization that this ratio is an order of magnitude greater than that of most airplanes ü correct conclusion (i.e. high lift to mass ratios are desirable for low power flight) 1-7, 11, 13-16. The student sets up Hot Wheelsä on a U-shaped track. He/She starts the car on one side of the U and measures how high it goes on the other side. The initial and final potential energies are calculated and the energy lost due to friction is estimated based on their difference. The student then turns the U shape ramp into a launch ramp by taking part of the U off so the car has a 15 – 20 degree launch angle. Using conservation of energy and the energy lost to friction, the launch speed of the car is calculated. He/She uses kinematics equations to predict where the car lands. In addition he/she uses carbon paper to record the impact and calculates percentage error to evaluate the effectiveness of physics. The students are expected to discuss and conclude that energy conservation is appropriate to predict the final velocity of the car. ü Hot Wheels™ land on expected target area (correct calculations) ü conceptual understanding of physics ü correct conclusion (i.e., that energy is appropriate to predict the final velocity of the car) 1-7, 13, 15, 16. The student needs the following supplies: an 8 ft. long ramp, a 4 ft. ramp, and a one inch steel ball. The student collects data on short ramp using steel ball and predicts the time it takes for the steel ball to go down the 8 ft. long ramp at a 30-degree incline. He/She predicts results solely on experimental results, not on the use of kinematics equations. The student discusses and concludes that graphical analysis and regression analysis is the most accurate way to predict the time for the long range ramp. At the end of the class, the actual time is measured using a photo-gate timer. The student uses Excel for graphing the results. ü correct prediction for the time to roll down the long ramp ü use of regression analysis for prediction ü graphs made in Excel ü applications of scientific process ü active participation in discussions ü representation of data 9. The student describes the acceleration of 1 m from the black hole and 3m from the black hole depending on size of the black hole after listening to a discussion on black hole formation. Student is then asked to speculate on the fate of a person standing this close to a black hole (his or her head and feet would experience a difference in acceleration of about 1024 m/s 2 ). ü
use of ü appreciation of the lethality of black holes ü analysis ü effective communication 13, 16. The student is given this scenario. A river flows due south 3 miles an hour, and you have a boat that can go 4 miles an hour in still water. If you point the boat due east and run at 4 mph relative to the river, how fast will the boat be going relative to the bank or shore? Set up a demonstration using a wind-up toy or battery-operated car (boat) and a sheet of paper (river). What angle should they point upstream to go straight across? ü use of sheet of paper as one reference frame and classroom as the other ü use of vector diagrams for calculations |
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CONTENT STANDARD: The student understands the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy. |
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BENCHMARKS: A. The student understands the transformation and transmission of energy and how energy and matter interact. B.
The student understands the motion of objects and
waves and the forces that cause them. |
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GRADE 11-12 |
PERFORMANCE STANDARDS |
ILLUSTRATIONS |
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4. Knows that there are four fundamental forces in nature: gravitation, electromagnetism, weak nuclear force, and strong nuclear force (NM-II.I.III.1). 5. Knows that every object exerts gravitational force on every other object and how this force depends on the masses of the objects and the distance between them (NM-II.I.III.2). 6. Knows that materials containing equal amounts of positive and negative charges are electrically neutral, but a small excess or deficit of negative charges produces significant electrical forces (NM-II.I.III.3). 7. Explains how electric currents cause magnetism and how changing magnetic fields produce electricity. 8. Represents the magnitude and direction of forces by vector diagrams (NMII.I.III.6). 9.
Knows that when one object exerts a force on a second
object, the second object exerts a force of equal magnitude and in the
opposite direction on the first object (i.e., 10.
Applies · displacement, velocity, and acceleration of a moving object, ·
· circular motion and centripetal force. 11. Describes relative motion using frames of reference (NM-II.I.III.9). 12. Describes
wave propagation using amplitude, wavelength, frequency, and speed (NM-II.I.III.10). |
1. The student sets up Hot Wheelsä on a U-shaped track. He/She starts the car on one side of the U to the other side, and calculates the potential energy at the end of the track, and based on the initial and final energy, calculates the energy lost due to friction. The student then turns the U shape ramp into a launch ramp by taking part of the U off so the car has a 15 – 20 degree launch angle using conservation of energy and the energy lost to friction and calculates the launch speed of the car. He/She uses kinematics equations to predict where the car lands In addition he/she uses carbon paper to record the impact and calculates percentage error to evaluate the effectiveness of physics. The students are expected to discuss and conclude that energy is appropriate to predict the final velocity of the car. ü Hot Wheelsä land on expected target area (correct calculations) ü conceptual understanding of physics ü correct conclusion (i.e., that energy is appropriate to predict the final velocity of the car) 2, 3, 7, 8, 12. By participating in an interactive lecture and reading the text, the student examines the idea that a collapsing electric field induces a magnet field and a collapsing magnet field induces an electric field. He/She discusses the implications (e.g., the process might sustain itself). ü conclusion that the fields could sustain each other ü when given that the only speed that this can happen is 3 x 108 m/s (speed of light) conclusion that light is made out of electric and magnetic fields 3, 8-10. In each case the student:
(e.g., time = t),
4. The case: A meter
stick is taped to the wall so that the tape acts as a hinge. A piece of
string is tied to the end of the meter stick as shown and is used to hold the
meter stick in a horizontal position. A 200 gram weight is placed near the
end of the meter stick, and the students are asked to predict the tension on
the string using
ü correct prediction for tension on the string ü
use of 5. The student describes the acceleration of 1m from the black hole and 3m from the black hole depending on size of the black hole after listening to a discussion on black hole formation. The student is then asked to speculate on the fate of a person standing this close to a black hole ( his or her head and feet would experience a difference in acceleration of about 1024 m/s 2 ). ü
use of ü appreciation of the lethality of black holes 5, 7. In a lab the student recreates the Ben Franklin experiment using rubber balloons and glass rods illustrating that like charges repel and unlike charges attract. ü realization that some types of charge attract and some repel ü sees electrostatic force in action 6. The
student calculates the gravitational force of attraction between one student
and another based on their masses and separation distance and ü correct calculation of the miniscule force that results ü conclusion that this small force probably isn’t responsible for physical attraction between humans 6, 9-11. The
student calculates the orbital velocity of two planets that orbit around each
other using ü correct calculation ü
use of centripetal acceleration in ü application of the Law of Gravity to each planet 9,12. The student is given this scenario: A river flows due south 3 miles an hour, and you have a boat that can go 4 miles an hour in still water. If you point the boat due east and run at 4 mph relative to the river, how fast will the boat be going relative to the bank or shore? Set up a demonstration using a wind-up toy or battery-operated car (boat) and a sheet of paper river). What angle should you point upstream to go straight across? ü use of sheet of paper as one reference frame and classroom as the other ü use of vector diagrams for calculations |
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CONTENT STANDARD: The
student understands the
structure of Earth, the solar system, and the universe, the interconnections
among them, and the processes and interactions of Earth’s systems. |
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BENCHMARKS: A.
The student
examines the scientific theories of the origin, structure, contents, and
evolution of the solar system and the universe, and their interconnections. B. The student examines the scientific theories of the origin, structure, energy, and evolution of Earth and its atmosphere and their interconnections. |
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GRADE 11-12 |
PERFORMANCE STANDARDS |
ILLUSTRATIONS |
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1.
Predicts changes in the positions and appearances of
objects in the sky (e.g., moon, sun)
based on knowledge of current positions and patterns of movements (e.g.,
lunar cycles, seasons) (NM-II.III.I.2). 2. Explains plate tectonic theory and understands the evidence that supports it (NM-II.III.II.5). 3. Describes how stars are powered by nuclear fusion, how luminosity and temperature indicate their age, and how stellar processes create heavier and stable elements that are found throughout the universe (NM-II.III.I.6). |
1. Using Kepler’s Third Law of Planetary
Motion, the student calculates the altitude of a satellite orbiting the Earth
based on its orbital period (this time may be estimated with a stop watch if
the satellite can be observed moving through the sky). The lunar cycle and orbital radius may be
used in the ratio form of Kepler’s Third Law or to find the constant of
proportionality in the equation form of Kepler’s Third Law. ü correct prediction of satellite orbit ü correct use of either form of Kepler’s Third Law 2. The student discusses magnetic pole shifting by earth’s magnetic field resulting from the circulation of electric charges under the earth’s crust and describes sea floor spreading and the evidence that the magnetic field has shifted in the past. The student is given information about these shifts including the fact that they may be associated with mass extinctions. He/She discusses implication on society. ü correctly associates moving charge with magnetic field ü describes how sea floor spreading can record Earth’s magnetic field ü describes Earth’s magnetic field role as a shield against solar wind 3. The student describes the acceleration of 1m from the black hole and 3m from the black hole, depending on size of the black hole, after listening to a discussion on black hole formation. ü description of the competing processes of gravity driving nuclear fusion and fusion expanding outward from stellar cores ü indication of black hole formation occurs when the fusion process stops and gravity wins ü description of black hole formation as resulting from the compact size of a collapsed star and not an increase in mass |
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CONTENT STANDARD: The student understands how scientific discoveries, inventions, practices, and knowledge influence and are influenced by individuals and societies. |
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BENCHMARK: The student examines and analyze how scientific discoveries and
their applications affect the world and explains how societies influence
scientific investigations and applications. |
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GRADE 11-12 |
PERFORMANCE STANDARDS |
ILLUSTRATIONS |
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1. Knows how science enables technology but also constrains it, and recognizes the difference between real technology and science fiction (e.g., rockets vs. antigravity machines, nuclear reactors vs. perpetual- motion machines, medical X-rays vs. Star-Trek tricorders) (NM-III.I.I.1). 2. Understands how advances in technology enable further advances in science (e.g., microscopes and cellular structure, telescopes and understanding of the universe) (NM-III.I.I.2). 3. Evaluates the influences of technology on society (e.g., communications, petroleum, transportation, nuclear energy, computers, medicine, genetic engineering) including both desired and undesired effects, and including some historical examples (e.g., the wheel, the plow, the printing press, the lightning rod) (NM-III.I.I.3). 4. Understands the scientific foundations of common technologies (e.g., kitchen appliances, radio, television, aircraft, rockets, computers, medical X-rays, selective breeding, fertilizers and pesticides, agricultural equipment) (NM-III.I.I.4). 5. Describes how scientific knowledge helps decision makers with local, national, and global challenges [e.g., Waste Isolation Pilot Project (WIPP), mining, drought, population growth, alternative energy, climate change] (NM-III.I.I.9). 6. Describes major historical changes in scientific perspectives (e.g., atomic theory, germs, cosmology, relativity, plate tectonics, evolution) and the experimental observations that triggered them (NM-III.I.I.10). 7. Knows that societal factors can promote or constrain scientific discovery (e.g., government funding, laws and regulations about human cloning and genetically modified organisms, gender and ethnic bias, AIDS research, alternative-energy
research) (NM-III.I.I.11). 8. Identifies how science has produced knowledge that is relevant (NM-III.I.I.9). |
1. In a group project the student receives assorted motors, gears, switches, and structural materials and builds a robot to perform a specific activity (e.g., robot basketball, pull the limbs off other robots, robot soccer). At the end, robots are evaluated in head to head competition to see which groups were successful in applications. Response questions: What is possible with electric motors and what is not? What are the practical applications of lever arms and pulleys? ü robot control system works ü robot is mobile and can manipulate its surroundings ü robot can perform indicated task 2. The
student applies centrifugal acceleration and ü correct calculation of the lift to mass ratio of a bird ü realization that this ratio is an order of magnitude greater than that of most airplanes ü correct conclusion (i.e. high lift to mass ratios are desirable for low power flight) 3. The student receives a mass on a spring and
vibrates the spring at various frequencies to find its resonance frequency. In a discussion the student presents
implications of ü associates resonance with a particular frequency for a particular object ü
explains the selective destruction in ü discusses damping as a form of earthquake and bridge safety 3, 6, 8. The student discusses magnetic pole shifting by earth’s magnetic field resulting from the circulation of electric charges under the earth’s crust and describes sea floor spreading and the evidence that the magnetic field has shifted in the past. Given that the shift may be associated with mass extinctions, he/she discusses the implications on society. ü correctly associates moving charge with magnetic field ü describes how sea floor spreading can record Earth’s magnetic field ü describes Earth’s magnetic field role as a shield against solar wind 4. The student is given this scenario: A river flows due south 3 miles an hour, and you have a boat that can go 4 miles an hour in still water. If you point the boat due east and run at 4 mph relative to the river, how fast will the boat be going relative to the bank or shore? Set up a demonstration using a wind-up toy or battery-operated car (boat) and a sheet of paper river). What angle should they point up stream to go straight across? ü use of sheet of paper as one reference frame and classroom as the other ü use of vector diagrams for calculations 5. The student sets up Hot Wheelsä on a U-shaped track. He/She starts the car on one side of the U to the other side, calculates the potential energy at the end of the track, and based on the initial and final energy, calculates the energy lost due to friction. The student then turns the U shape ramp into a launch ramp by taking part of the U off so the car has a 15 – 20 degree launch angle using conservation of energy and the energy lost to friction and calculates the launch speed of the car. He/She uses kinematic equations to predict where the car lands. In addition he/she uses carbon paper to record the impact and calculates percentage error to evaluate the effectiveness of physics. The student is expected to discuss and conclude that energy is appropriate to predict the final velocity of the car. ü Hot Wheelsä land on expected target area (correct calculations) ü conceptual understanding of physics ü correct conclusion (i.e., that energy is appropriate to predict the final velocity of the car) 6. The student participates in a brainstorming lab to practice coming up with ideas and not being critical of others. With three pieces of paper and two meters of string, tape and plastic straw, the student brainstorms ideas to building the tallest freestanding structure possible. After the session the student picks the best idea and builds it. ü discussion on this activity in reference to orbital towers, orbital tethers, and space elevators ü comments on the problems in constructing a 36,000 km tower and the advantages of orbital tethers 7. Using work and conservation of energy, the student compares breaking distance with initial speed and driver reaction time and discusses the implications of defensive driving and DUI or DWI. He/She calculates the initial speed of a laboratory car based on the distance it skids to a stop and discusses the implications of skid mark calculation for vehicle accident investigation. ü correct calculation of braking distance vs. initial speed ü conclusion that twice the speed takes four times as far to stop ü conclusion that skid mark tests are not very accurate 8. The student listens to an interactive narrative about Tycho Brahe and Johann Keppler, their discoveries and personal interactions, and roles in the development in the theory of gravity. ü relates incidents in Tycho’s colorful life ü knows what Tycho’s nose was made out of and how he lost the original one ü knows that Kepler was a son of a witch (she was tried an convicted for witchcraft) ü appreciates the uneasy relationship between Tycho and Kepler 9. The student applies centrifugal
acceleration and ü correct calculation of the lift to mass ratio of a bird ü realization that this ratio is an order of magnitude greater than that of most airplanes ü correct conclusion (i.e. high lift to mass ratios are desirable for low power flight) |
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CONTENT STANDARD: The
student communicates physics principles through reading, writing, and
speaking opportunities. |
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BENCHMARK: The student
demonstrates proficiency in reading comprehension, specialized vocabulary,
and a variety of writing and speaking requirements. |
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GRADE 11-12 |
PERFORMANCE STANDARDS |
ILLUSTRATIONS |
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1. Develops and demonstrates proficiency with the following strategies to approach reading for information across content areas: (APS – LA I.1):
2. Identifies and uses roots, prefixes, and suffixes to determine meaning of words (APS – LA I.4). 3. Uses textual evidence to develop and support an interpretation of a scientific process or concept (APS – LA II.2). 4. Develops increased competence in using the writing process to create a final product (APS – LA III.1). 5. Develops increased competence in using elements of effective writing (APS – LA III.2). 6. Supports an informed opinion: (APS – LA III.6):
7. Responds to a variety of written, electronic, and other media (APS – LA III.7). 8. Develops increased competence with speaking and language conventions (APS – LA IV.3). 9. Listens to and analyzes a presentation or discussion (APS – LA V.1). 10. Conducts research and collects data from in-depth field studies (APS – LA VI.1). 11. Obtains and sends information electronically to support advanced research (APS – LA VI.2). 12. Uses a variety of technology (APS – LA VI.5). 13. Synthesizes and organizes information from a variety of sources to inform and persuade an audience (APS – LA VI.9). |
1, 4, 5, 6, 7, 13. The student selects and reviews a series of current science articles from an appropriate science journal or teacher-approved website and follows the steps outlined below:
Step 1: · Identify the author and locate any biographical information that provides insight into who he/she is. · What perspective does the author bring to the book (e.g., university professor, expert in the field, classroom educator)? Step 2: Read the article and take notes. Step 3: Write a summary including why the article is interesting or important Step 4: Present findings to the group. ü completion of the steps ü proper use of referencing author’s thoughts ü use of bibliographic format for each article (Based on Questioning The Author: An Approach For Enhancing Student Engagement
With Text by I. Beck, et. al.,
International Reading Association, 2. The student maintains a glossary of important vocabulary including correct spelling of word, etymology, and definition. ü completion of tasks 3, 4, 5, 8, 9, 10. Working in small groups, the student is given a Nerf™ gun and a meter stick and asked to calculate its muzzle velocity by shooting it horizontally off a table. No other instructions are given. The student is expected to use textbook trajectory equations to figure out what measurements need to be taken. After the muzzle velocity is found, the student is then asked to predict the distance the projectile will go when fired from a new altitude. The accuracy of this prediction will indicate mastery of the projectile equations. The student is then asked to take data and see how well a Nerf™ gun conforms to the projectile equations for various angles of elevation and to compile his/her findings into a brief written summary using tables or graphs. The student is asked to comment on the accuracy and reproducibility of his/her findings and defend his/her measurements to the teacher or class. Finally, using his/her report data the students participate in Nerf™ gun shoot-outs where he/she compete against each other to hit targets at various ranges. ü correct prediction of projectile range ü clear and concise experimental report ü organized and convincing oral defense of report ü effective criticisms of weaknesses in other reports ü experimental data and predictions effective in shoot out 11. Using sonic data collectors (sonic rangers and calculator based laboratory interfaces from Texas Instruments™), the student creates distance, speed and acceleration graphs of moving objects. He/She is also asked to move in a way that will reproduce sample graphs. ü correctly correlates graphs of motion with the motion itself ü reproduction of sample graphs by actually moving in front of the sonic ranger 12. The student needs the following supplies: an 8 ft. long ramp, a 4 ft. ramp, and a one inch steel ball. The student collects data on the short ramp using a steel ball and predicts the time it takes for the steel ball to go down the 8 ft. long ramp at a 30 degree incline. He/She predicts results solely on experimental results, not on the use of kinematic equations. The student discusses and concludes that graphical analysis and regression analysis is the most accurate way to predict the time for the long range ramp. At the end of the class, the actual time is measured using a photo-gate timer. The student uses Excel for graphing the results ü correct prediction for the time to roll down the long ramp ü use of regression analysis for prediction ü graphs made in Excel |