4.2 I had the students get data for about 5 "runs" for each graph and make a "best fit" rough sketch. I also had them look at the best part of the line that represents an object slowing down or speeding up.
We debriefed it the last 10 minutes of class and I used "my data" to help them see that the acceleration graph is a horizontal line (positive or negative).
4.1 I reviewed what the lines "should" look like before starting 4.2 in a short class discussion using "my data."
If you want me to email the files of "my data," let me know. They aren't perfect, but do show relatively decent data that are similar to what students will see.
ps-the socks over the old detectors work! And clamping them down helps!
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