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Ejs Intro 1D Motion Lab Model
Wolfgang Christian, and
the National Science Foundation
The Introductory Physics 1D Motion Lab asks students to develop a computer model for a ball moving vertically under the influence of gravity. When the file is opened, it is initially programmed with a mass moving at constant velocity. It is assumed that students have first collected data of a basketball or volleyball bouncing under a motion detector. The lab instructions fully explain how to build the computer model using Easy Java Simulations modeling tool. The students will learn how to modify the model to simulate a bouncing ball, define variables, calculate relationships, and change the properties for plotting the graph. The calculus is done for the student.
This resource is distributed as a ready-to-run (compiled) Java archive. In order to modify the simulation (and see how it is designed), users must install the Easy Java Simulations Modeling and Authoring Tool. SEE RELATED MATERIALS for a link to install the EJS modeling tool.
Please note that this resource requires
at least version 1.5 of
Editor's Note:The Easy Java Simulation tool greatly reduces the amount of programming required to develop computer models. Exercises in student-generated modeling are becoming much more widespread in physics education because of the opportunities for students to test and apply their own prototypes to explain and predict physical phenomena.
Ejs Intro 1DMotionLab Documentation
A pdf document that briefly describes the Ejs Intro 1DMotionLab model. It describes how to use the stp_intro_1DMotionLab.jar file with Ejs and contains associated laboratory exercises and instructors notes. download 133kb .pdf
Published: May 29, 2008
Ejs Intro 1DMotionLab Distribution The materials distributed in this directory are in support of the Introductory 1D-Motion Lab model. This distribution contains the Intro 1D Motion Lab model, documentation and laboratory exercises but not Ejs itself. Information about Ejs (Easy Java Simulations) is …
The materials distributed in this directory are in support of the Introductory 1D-Motion Lab model. This distribution contains the Intro 1D Motion Lab model, documentation and laboratory exercises but not Ejs itself. Information about Ejs (Easy Java Simulations) is available at: http://www.um.es/fem/Ejs/.
Ejs Intro 1DMotionLab Source
The source code zip archive contains an XML representation of the 1D Motion Lab model. Unzip this archive in your EJS workspace to compile and run this model using EJS. download 315kb .zip
Published: October 2, 2008
6-8: 4B/M3. Everything on or anywhere near the earth is pulled toward the earth's center by gravitational force.
11. Common Themes
6-8: 11B/M2. Mathematical models can be displayed on a computer and then modified to see what happens.
9-12: 11B/H1a. A mathematical model uses rules and relationships to describe and predict objects and events in the real world.
9-12: 11B/H2. Computers have greatly improved the power and use of mathematical models by performing computations that are very long, very complicated, or repetitive. Therefore, computers can reveal the consequences of applying complex rules or of changing the rules. The graphic capabilities of computers make them useful in the design and simulated testing of devices and structures and in the simulation of complicated processes.
9-12: 11B/H3. The usefulness of a model can be tested by comparing its predictions to actual observations in the real world. But a close match does not necessarily mean that other models would not work equally well or better.
12. Habits of Mind
12B. Computation and Estimation
9-12: 12B/H4. Use computer spreadsheet, graphing, and database programs to assist in quantitative analysis of real-world objects and events.
Common Core State Standards for Mathematics Alignments
Standards for Mathematical Practice (K-12)
MP.4 Model with mathematics.
High School — Algebra (9-12)
Creating Equations? (9-12)
A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.
High School — Functions (9-12)
Interpreting Functions (9-12)
F-IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.?
F-IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
Linear, Quadratic, and Exponential Models? (9-12)
F-LE.1.b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
F-LE.5 Interpret the parameters in a linear or exponential function in terms of a context.
This resource is part of a Physics Front Topical Unit.
Topic: Kinematics: The Physics of Motion Unit Title: Modeling Motion
Student modeling provides a great opportunity for kids to test and apply their own prototypes to explain and predict physical phenomena. This model includes explicit step-by-step directions for building the computer model with Easy Java Simulations, a program that greatly reduces the amount of programming required. It asks students to develop a computer model for a ball moving vertically under the influence of gravity. Editor's Note: The activity requires that students have first collected data of a basketball or volleyball bouncing under a motion detector.
%0 Computer Program %A Cox, Anne %A Christian, Wolfgang %A Belloni, Mario %D May 29, 2008 %T Ejs Intro 1D Motion Lab Model %8 May 29, 2008 %U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=7298&DocID=465
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