Elevator Physics: Mobile data collection

Grade Level: 12 Subject: Physics Prepared by: Brian ONeill Overview and Purpose: The purpose of this lesson is to provide a fun and meaningful way to collect field data using mobile technology and to analyze accelerometer data for connections between position, velocity, and acceleration. Educational Standards

AP Physics C: Mechanics

Standard I.A.1.a.1: Given a graph of one of the kinematic quantities, position,

velocity, or acceleration, as a function of time, they can recognize in what time intervals the other two are positive, negative, or zero, and can identify or sketch a graph of each as a function of time Standard I.A.1.a.2: Given an expression for one of the kinematic quantities, position, velocity, or acceleration, as a function of time, they can determine the other two as a function of time, and find when these quantities are zero or achieve their maximum and minimum values Objectives: Specify skills/information that will be learned

Understand the relationship between d-t, v-t, and a-t graphs. Read and interpret d-t, v-t, and a-t graphs.

Materials Needed: iOS device (iPod touch, iPhone, iPad) Elevator Other Resources: Free SPARKVue app (or similar) Information: Give and/or demonstrate necessary information

1. Refresh students on the meaning of d-t graphs. 2. Give examples of d-t graph associated with particular scenarios. 3. Discuss the relationship between position, velocity, and acceleration functions in
calculus terms. Verification: Steps to check for student understanding

1. Provide students with a simple acceleration-time graph (with only horizontal

segments) and ask them to describe the motion of the object qualitatively.

2. Use the same graph to have students create a velocity time graph and a position time
graph (assuming initial conditions are zero).

3. Repeat the above steps with a few other initial a-t graphs.
Activity: Describe activity that will reinforce the lesson When students are all on the same page about graphs of motion and their relationships, they should all prepare their mobile devices by loading SPARKVue (or equivalent data logging app that reads and records data from the 3d accelerometer) and go to a school elevator. Load as many students onto the elevator as will fit and instruct each to secure their device rigidly in a level orientation (held against the wall, ceiling, floor, etc.). Begin recording accelerometer data as the elevator accelerates upwards, travels at constant velocity, and slows to a stop. After a return trip to the original floor, students will import their data to their laptops or perform analysis directly on their mobile devices. Students will be asked to create a velocity-time graph and position-time graph based on accelerometer data, and also calculate the maximum acceleration of the elevator, the constant speed of the elevator, and the distance between floors. Notes This activity can also be done without the use of a digital accelerometer - simply hang an object from a spring scale and observe the maximum and minimum weights registered by the scale as the elevator accelerates. Of course, the one of the chief purposes of this activitys design was to utilize the mobile technology that most of todays students have.