Explores strategies in the situation of a runner trying to evade a tackler on a football field. Enables the student to test intuitive strategies in a familiar situation using simple graphical and numerical methods or direct experimentation. (JRH)

Describes an easily-implemented experiment in which a moderately complex relation between dependent and independent variables is involved. (Author/GS)

Presents a lesson that uses a motion detector in order for students to experience the interplay between motion and its graphical representation of the slope. Focuses on the change in the appearance of the graph with regard to changing speed. (ASK)

Presents four examples of physics problems that can be solved with a graphing calculator. Problems included deal with motion, harmonic oscillations, sound waves, and blackbody radiation. (JRH)

A quantitative application of magnetic braking performed with an air track is described. The experimental measurement of the position of the glider as a function of time is calculated. (KR)

Described is a procedure for studying the trajectories of projectiles using ball bearings and aluminum foil. Trajectories were measured with and without the effects of air resistance. Multiflash photography was used to determine the flight paths of all objects. (KR)

Discusses the use of graphing calculators for polar and parametric equations. Presents eight lines of the program for the graph of a parametric equation and 11 lines of the program for a graph of a polar equation. Illustrates the application of the programs for planetary motion and free-fall motion. (YP)

Describes four laboratory activities in algebra and precalculus classes that provide hands-on experiences related to functions: slowing down the acceleration of gravity; calculating the acceleration of gravity; generating a parabola using a steel ball and a tilted board; and photographing projectile motion. (YP)

Discusses a classroom presentation using a Tonka toy truck's forward and backward motion that (1) develops a graphical representation of the truck's one-dimensional motion; (2) creates graphs representing constant velocity; (3) leads students to a definition of average velocity; and (4) introduces the concept of instantaneous velocity. (MDH)

This paper discusses two software packages used in kinematics courses at Purdue University, Calumet (Indiana) and some algorithms written by students for cam design. The first software package, 4BAR, requires the user to define the particular four bar linkage in terms of lengths of the individual links and the angle and distance to the coupler…

Described is an activity in which students calculate constant velocity using a tape cassette player. The objectives, procedures, graphing directions, and formulas and values needed for the calculations are included. (KR)

Discusses a study which assessed the effect of a brief kinematics unit on: (1) students' ability to translate between a physical event and the graphic representation of it, and; (2) the effect of real-time on graphing skills. Reports the success of the use of a microcomputer-based laboratory with graphing velocity and distance. (ML)

This research compared the performance of ninth grade females and males on flight protocol, with particular attention to interpretation of the graphs of paths of falling bodies, rolling objects, and projectiles. These subjects were chosen because they had received no formal instruction in projectile motion, yet through typical life experience, had…

Provides an example of the integration of science and mathematics learning of one high school physics student in a constructivist classroom. Discusses the student's integration of mathematical and nonmathematical representations and of different mathematical representations in a nonuniform acceleration experiment. Describes a model for integrating…