First, simple lab data
This is from the lab we usually do on the second day of class. It teaches a few ideas. Slope is speed, and the steeper you are on the graph, the faster you are. A linear slope means that you're staying the same speed. We really don't have enough data to show that the kids walking, crawling, crabwalking, etc did stay the same speed. The wavy black line would be a possibility for that data set, and if we wanted to know for sure whether someone kept a constant speed we'd need more actual data points between the 4 that we have. Lastly, our first physics equation, the equation for speed, is seen as simply the slope equation.
Note that we're not going to achieve this improvement in data with more students and watches. It would require extending the motion to ridiculous lengths and would get way too confusing and resource intense. We must find out some automatic way to accomplish this.
First, simple lab data
This is from the lab we usually do on the second day of class. It teaches a few ideas. Slope is speed, and the steeper you are on the graph, the faster you are. A linear slope means that you're staying the same speed. We really don't have enough data to show that the kids walking, crawling, crabwalking, etc did stay the same speed. The wavy black line would be a possibility for that data set, and if we wanted to know for sure whether someone kept a constant speed we'd need more actual data points between the 4 that we have. Lastly, our first physics equation, the equation for speed, is seen as simply the slope equation.
Note that we're not going to achieve this improvement in data with more students and watches. It would require extending the motion to ridiculous lengths and would get way too confusing and resource intense. We must find out some automatic way to accomplish this.