Day 136: Free Fallin’

Tuesday, 22 March 2016

After a few days of semi-successful attempts at capturing free fall inside the classroom, I took the kids outside with instructions to “film your partner chucking a ball as high as they can and letting the ball fall to the ground.” Here are a few photos of said chucking:


They learned the definition of free fall and I sent them outside with the question, “can you treat your ball as being in a state of free fall?”


They all knew they were looking for an acceleration of 9.8 m/s/s. We’ve been studying position vs time and velocity vs time graphs for about a week by this point.



Textbook case. Ok, but you should’ve seen the group that tracked the position vs time of the ball throughout the entire flight. What a gorgeous parabola.

We ran the numbers on acceleration and had trouble coming out near 9.8 m/s/s. The kids reasoned through it that scaling was probably their biggest problem. (Ok, so not really the kids — I totally pointed it out and the kids agreed with me.)

This one was fun, kinda spur of the moment, and is totally getting a more formal place in the class next year.


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