Download Which SACs in 2017

Which SACs in 2017?
Some thoughts on choosing tasks for SACs.
In the old course many teachers would have used the Extended Practical Investigation (EPI) to assess the
Motion Area of Study and the Summary Report for Electric Power. Now the Practical Investigation is its
own Area of Study in Unit 4, Electric Power has been split across two Areas of Study and the Summary
Report has been renamed and re-designed as an 'Annotations of at least two practical activities ...' .
There are also a number of new formats in which the assessment could be done, such as:
 report of a physics phenomenon
 design, build, test and evaluate a device
 explanation of the operation of a device
 proposed solution to a scientific or technological problem
 reflective learning journal or a critique of a blog in response to an issue.
At least three different tasks must be chosen for Unit 3, so 2017 will mean new assessment tasks or at
least new ways of doing them.
There are several possible combinations of tasks.
All the Areas of Study in Unit 3 have many possible practical activities, so the 'Annotation ...' task could
be used for any Area of Study.
The Fields Area of Study has three distinct components, Gravitational, Electric and Magnetic, so it may
be difficult to design an assessment task, other than a conventional test that can assess across all three
components. So an assessment task where the student focusses on one of the components, but that
assesses aspects of a physics education that a test does not effectively assess measure, would be a useful
complement for this Area of Study. Some of the new possibilities include:
 explanation of the operation of a device
 report on a physics phenomenon
 proposed solution to a scientific or technological problem
 reflective learning journal or blog in response to an issue
The Electrical Energy Area of Study is very much about the technology of the generation and
transmission of electrical energy. So the four possibilities for assessments tasks listed immediately above
are very relevant here.
Possible combinations of Assessment Tasks
Motion
Fields
Electrical Energy
Annotation of at least 2
Explanation of the operation of A critique of a blog on a
practical activities from a
a device
technological or environmental
logbook
issue
Data analysis of extension
Annotation of at least 2
Explanation of the operation of
material from three
practical activities from a
a device
experiments.
logbook
Response to structured
Report on a physics
Annotation of at least 2
questions: Compare and
phenomenon
practical activities from a
contrast Newton's and
logbook
Einstein's explanations of
motion
Suggestions for each of the tasks described above are detailed in the following pages.
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VCE Physics: A SAC task for Unit 3 Outcome 1: Explanation of the operation of a device.
Students work individually to research a device. The teacher can supply a list of devices, students may
suggest others. As much as possible, each student should have a unique device to research.
Some possibilities include:
Electric fields
electrostatic motor
defibrillator
Van de Graff
paint spraying
generator
surface disinfection
photocopier
capacitor
dust precipitator
loudspeaker
Magnetic fields
Wien filter
mass spectrometer
electron microscope
particle accelerators
series wound DC Motor
shunt wound DC motor
fusion reactor
magnetometers
quadrapole magnet
homopolar motor
microphone
three phase motor
relays
MRI
Gravitational fields
space elevator
3 stage rockets
satellites at Lagrangian points
Electrophorus
ECG
ion drive
electric field sensor
electroreceptors
linac
linear motor
telephony
analog meter
industrial magnets
AC synchronous motor
electric eels
credit card protection
Kelvin water dropper
Wimshurst machine
magnetohydrodynamic
drive
Maglev trains
rare earth magnets
ammeter
voltmeter
eccentric orbits of GPS satellites
gravitational slingshot
The task is to answer two questions about the device: what does it do? and how does it work?
Stage 1. In the first session in class, the students are advised of their device. Each student uses a log book
to document their research, identifying precisely each source accessed and including the information
gathered from that source and rating the value of the information as well as other comments by the
student. This stage should be a minimum of one session, but no more than three sessions. At the end of
this stage, the log book is handed in to the teacher, or in the case of an electronic log book, a print out is
submitted.
Stage 2. In another session the log books and print outs are handed back to the students. The students
have 50 minutes to answer in writing the two questions above plus additional questions the teacher might
like to include. The teacher may wish to give the students access to their text book. The log books can
also be collected and contribute to the assessment.
Discussion Questions:
1. How would you modify this task to suit your situation?
2. Can you suggest other devices?
3. Are there other ways of organising the activity? e.g.
a) letting students choose their topic or does this raise authentication concerns?
b) Could students work in pairs on the research part?
c) Would you have enough class time to allow oral reporting? Is a mini-poster a possibility?
d) Are there ways of using IT differently?
4. Which of the following additional resources would you like?:
 Table template for the student to record information from their research. Column headings
might include: Title of source, access link, author, authority of author, key words, extract, rating,
 Do the questions on the test sheet need to be spelt out?
 Assessment criteria and descriptors
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VCE Physics: A SAC task for Unit 3 Outcome 2: Explanation of the operation of a device
One possible assessment task for Unit 3 Outcome 3 is the explanation of the operation of a device.
Students work individually to research a device.
The teacher can supply a list of devices, students may suggest others. As much as possible, each student
should have a unique device to research.
Some possibilities that relate to the electromagnetism include:
Bicycle dynamo
AC Generator
Transmission line
Transformer
Inverter
Three phase generator
DC Generator
Maglev trains
Loudspeakers
Magnetic damping
Tesla coil
Oudin coil
The task is to answer two questions about the device: what does it do? and how does it work?
Stage 1. In the first session in class, the students are advised of their device. Each student uses a log book
to document their research, identifying each source accessed precisely and including the information
gathered from that source and rating the value of the information as well as other comments by the
student. This stage should be a minimum of one session, but no more than three sessions. At the end of
this stage, the log book is handed in to the teacher, or in the case of an electronic log book, a print out is
submitted.
Stage 2. In another session the log books and print outs are handed back to the students. The students
have 50 minutes to answer in writing the two questions above plus additional questions the teacher might
like to include. The teacher may wish to give the students access to their text book. The log books can
also be collected and contribute to the assessment.
Discussion Questions:
1. How would you modify this task to suit your situation?
2. Can you suggest other devices?
3. Which of the following additional resources do you need?:
 Table template for the student to record information from their research. Column headings
might include: Title of source, access link, author, authority of author, key words, extract, rating,
etc
 Assessment criteria and descriptors
Prepared by Vicphysics Teachers' Network, vicphysics.org
VCE Physics: A SAC task for Unit 3 Outcome 1: Explanation of a physics phenomenon.
Students work individually to research a phenomenon. The teacher can supply a list of phenomena,
students may suggest others. As much as possible, each student should have a unique phenomenon to
research.
Some possibilities include:
Electric fields
Electroluminescence
Photoconductivity
Lightning
Sprites
Ball lightning
St Elmo's fire
Triboelectric series
Triboluminescence
Piezoelectric effect
Plasma
Seebeck Effect
Peltier Effect
Thermocouple
Electrohydrodynamics
Electric shock
Whistlers
Catatumbo lightning
Dirty thunderstorms
electroreception
electric eels
Magnetic fields
Auroras
Diamagnetism
Paramagnetism
Ferromagnetism
Antiferromagnetism
Ferrimagnetism
Magnetoreception
Rare Earth magnets
Curie point
Hysteresis
Gravitational fields
planetary motion
gravitational slingshot
The task is to answer two questions about the phenomenon: what does it do? and how does it work?
Stage 1. In the first session in class, the students are advised of their phenomenon. Each student uses a
log book to document their research, identifying precisely each source accessed and including the
information gathered from that source and rating the value of the information as well as other comments
by the student. This stage should be a minimum of one session, but no more than three sessions. At the
end of this stage, the log book is handed in to the teacher, or in the case of an electronic log book, a print
out is submitted.
Stage 2. In another session the log books and print outs are handed back to the students. The students
have 50 minutes to answer in writing the two questions above plus additional questions the teacher might
like to include. The teacher may wish to give the students access to their text book. The log books can
also be collected and contribute to the assessment.
Discussion Questions:
5. How would you modify this task to suit your situation?
6. Can you suggest other phenomena?
7. Are there other ways of organising the activity? e.g.
a) letting students choose their topic or does this raise authentication concerns?
b) Could students work in pairs on the research part?
c) Would you have enough class time to allow oral reporting? Is a mini-poster a possibility?
d) Are there ways of using IT differently?
8. Which of the following additional resources would you like?:
 Table template for the student to record information from their research. Column headings
might include: Title of source, access link, author, authority of author, key words, extract, rating,
etc
 Do the questions on the test sheet need to be spelt out?
 Assessment criteria and descriptors
Prepared by Vicphysics Teachers' Network, vicphysics.org
Data Analysis of extension material from three Motion experiments.
A number of the experiments in the Motion Area of Study provide an opportunity to be extended.
These are:
 Centripetal Acceleration Experiment
Usually in this experiment students investigate the relationship between the number of washers on
the end of the fishing line and the frequency of the revolving rubber stopper. The mass of the stopper
and the radius are kept constant.
In the data analysis task students are supplied with a table of data. The table contains the maximum,
minimum and average values for frequency squared for several values for the number of washers for
three different radius values as in the following example.
No of
washers
Min
Radius =
Radius =
Radius =
Freq2
Max
Freq2
Max
Freq2
Max
Ave
Min
Ave
Min
Ave
The student's task is determine the relationship between the radius and the number of washers for a
fixed frequency by the following steps:
 Graph the number of washers against Frequency squared for each radius, including error bars
using the max and min data. The graph should have three lines passing through the origin, each
with a different gradient.
 To find how the number of washers depends on the radius for a fixed frequency, rather than do
the experiment, which would be physically impossible, the above graph can be used by drawing
a vertical line through the three graphs at a chosen value for the frequency squared.
 Then at the points where this vertical line crosses each of the three graphs, the student reads off a
pair of values for the radius and the number of washers. These three pair of values can then be
graphed with the number of washers against radius and their relationship determined.
 Describe the relationship between the radius and the number of washers acknowledging the
uncertainty in the data.

Potential Energy in a Spring
In this experiment a student measures the extension of a spring with increasing number of slotted
masses to produce a Force versus extension graph and determines the spring constant. In the second
part of the experiment they attach a known mass to the spring, lift the mass up so that the extension is
zero and then release the mass. They measure the maximum extension, that is the extension when the
falling mass stops.
With this data the student is able to graph on the one set of axes the following graphs of energy
versus distance with distance measured downwards from zero extension,:
 Spring potential energy versus extension
 Gravitational potential energy versus distance fallen
 Total potential energy versus distance from zero extension (the sum of the other two graphs)
 Total energy versus distance (A straight line from the total potential energy at zero extension to
the total potential energy at maximum extension. This should be close to a straight line, allowing
for small friction losses, etc)
Prepared by Vicphysics Teachers' Network, vicphysics.org
E
Ext
The additional tasks are:
 What does the gap between the total energy graph and the total potential energy graph represent?
 Measure the size of this gap off the graph for several distance values from zero extension to
maximum extension and graph them along the bottom of the axes.
 Determine the extension value with the maximum value of the gap
 From the Force versus Extension graph of the spring determine the extension for the mass used
in the drop and compare this answer with the answer to the previous question.
 Explain the motion of the dropped mass from the point of view of the forces acting on it and also
from an energy point of view. Make reference to extension value determined in the previous two
questions.
 Momentum and Kinetic Energy is a collision
Two air track gliders, one heavy and one light, approach at speed. They collide. The lighter glider
rebounds, the heavier glider follows.
Mass
Heavy glider
Speed direction Speed
before
after
direction
Mass
Speed
before
Light glider
direction Speed
after
direction
Using the gliders' mass values and their velocities before and after collision, calculate the total
momentum before and after collision and the total kinetic energy before and after.
Discussion Questions:
 Is this an appropriate task for data analysis?
 Are there other experiments that could be used?
 Would you allow students to use their logbooks, textbooks?
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A critique of a blog on a technological or environmental issue
Internet media articles are often accompanied by an extensive exchange of comments. Many of these are
on technological and environmental issues that have a basis in physics. Such issues include:
 Transmission of electric power
 Safety of electromagnetic devices
 Electric cars
 Maglev trains
 Major science projects such as the space research, LHC, Synchrotron, etc
Common source of quality articles are:
 The Conversation
Students can apply their physics understanding to the analysis of original article and the subsequent
discussion.
Some questions to guide analysis of an article and the discussion that follows:
Article:
1. What is the main point of the article?
2. What are the subsidiary points in the article?
3. Are the scientific ideas correctly used?
4. What evidence does the author cite?
5. Does the evidence come from reputable sources?
6. Are the arguments presented legitimate and relevant?
Author:
1. Who is the author and are they qualified to write about this topic?
2. Does the disclosure statement about their funding sources raise a question mark about the article?
Comments:
1. Summarise the general positions about the article that are expressed in the comments.
2. Do the comments use scientific ideas correctly?
3. Do the comments cite other reputable evidence?
4. Are the arguments in the comments legitimate and relevant?
5. What proportion of the comments make a cogent contribution to the discussion?
6. Does the author of the article participate in the discussion.
Conclusion:
1. What is your view?
Discussion questions:
1. Is there enough physics in this activity to use it as an assessment task?
2. Could several articles be used with the class or should the whole class use the same article?
3. What are some good sources of articles?
4. What additional resources would be useful?
Prepared by Vicphysics Teachers' Network, vicphysics.org
Additional resources
Key words search:
Wind Energy
Renewable energy
Nuclear power
Magnetic field
Space weather
Electromagnetic field
Articles in The Conversation
Nuclear power deserves a level playing field (43 comments)
Ball lightning exists … but what on Earth is it? (10)
Heavens above! What made the cosmic flash that lit Earth today? (14)
Let there be light! Celebrating the theory of electromagnetism (51)
Earth’s magnetic heartbeat, a thinner past and new alien worlds (11)
Magnetic fields can control heat and sound (13)
Can you be allergic to your Wi-Fi? (218)
Scaremongering on Today Tonight: the truth about wireless radiation risks (18)
No, we’re not all being pickled in deadly radiation from smartphones and wifi (74)
Do mobiles give you brain cancer? The verdict’s still on hold (17)
Do Wi-Fi and mobile phones really cause cancer? Experts respond (330)
Can magnetically levitating trains run at 3,000km/h? (10)
Magma power: how superheated molten rock could provide renewable energy (11)
How to help energy demand match renewable supply (8)
Catching the waves: it’s time for Australia to embrace ocean renewable energy (173)
Kangaroo Island’s choice: a new cable to the mainland, or renewable power (44)
Britain is only just beginning to exploit its vast resources of offshore wind (51)
The next solar revolution could replace fossil fuels in mining (50)
Explainer: what is solar thermal electricity? (10)
Set the controls for the heart of the sun: time for solar courage (118)
Wind and solar PV have won the race – it’s too late for other clean energy technologies (130)
Pumped hydro energy storage – making better use of wind (63)
How pushing water uphill can solve our renewable energy issues (241)
Deaths at Dreamworld theme park could lead to safety changes for amusement rides (16)
How to build a starship – and why we should start thinking about it now (13)
Space debris: what can we do with unwanted satellites? (8)
Explainer: how do satellites orbit the Earth? (13)
Companions of Earth: minimoons, quasi-satellites and horseshoes (11)
The Australian’s campaign against wind farms continues but the research doesn’t stack up (62)
Is life on Earth due to a quirk in the laws of physics? (59)
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VCE Physics: A SAC task for Unit 3 Outcome 3
Annotations of at least two practical activities from a practical logbook
_____________________________________________________________________________________
Outcome 3
On completion of this unit the student should be able to investigate motion and related energy
transformations experimentally, analyse motion using Newton’s laws of motion in one and two
dimensions, and explain the motion of objects moving at very large speeds using Einstein’s theory of
special relativity.
To achieve this outcome the student will draw on key knowledge outlined in Area of Study 3 and the
related key science skills on pages 11 and 12 of the study design.
_____________________________________________________________________________________
Questions and considerations in running the pre-SAC experiments and the “in-class” SAC
The following are some things for the teacher to consider for this type of SAC, and also possible
suggestions (where relevant or applicable) have been made for the teacher’s consideration:
Questions:

Practical activities range from demonstrations, POE's, round robins of task, self-paced exercises,
formal experiments to extended investigations. Should this assessment task for the Motion Area of
Study focus on experiments? That form has been adopted for this document.

What does 'annotation' mean? Is it commentary and answers to questions as the experiment is being
conducted or is it done some time later?

How many experiments should be the focus of this SAC?

How should this SAC be implemented? (e.g. teacher provides a series of questions in relation to the
experiments completed, with student responses forming the basis of the “annotations” required for
this SAC)

Is it acceptable to bring in some of the Key Knowledge bullet points from the Special Relativity part
of this Outcome?
Considerations
-
teacher could consider providing students with the objective(s), all materials/resources needed,
and the procedures to be used for each experiment; this will ensure “base consistency” in how an
experiment will be run, while also providing opportunities for students to offer suggestions to
improve the experimental setup, as well as responding to questions that form the basis of this
“annotations” SAC)
-
students can work independently and collaboratively during the course of the experiment, but the
SAC is completed individually
-
teacher could allow students to choose the format for displaying their results rather than providing
them with a table and headings, in order to allow the students to demonstrate their ability to record
and display results using appropriate conventions (including units of measure)
-
by referring students to the procedure and results of their experiment in the SAC will give them a
context for demonstrating an understanding of errors associated with each experiment, rather than
simply recalling the key ideas relating to errors
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At Least Two Experiments
Some possible experiments and questions which could form the basis of the annotations for this SAC are
shown in the table below. Many other suitable experiments can be undertaken by teachers.
An appendix at the bottom of this document provides some additional information.
Experiments
Questions that form a part of the Assessment?
Investigating Newton’s 2nd Law on an
Inclined Plane
- students will demonstrate their
understanding of forces in one and
two dimensions
- optionally students can explore the
concept of work done as the cart
moves up the incline
 Draw all the forces acting on the dynamics cart and
the mass.
 What happened to the magnitude of the acceleration of
the cart as the slope of the incline increased and
everything else remained unchanged? Explain your
answer with calculations.
 What happened to the magnitude of the acceleration of
the cart if the hanging mass increased and everything
else remained unchanged? Explain your answer with
calculations.
 Identify two specific sources of equipment error that
may have contributed to large percent differences
between the theoretical and experimental methods for
determining the acceleration of the system.
 Identify two specific sources of human error that may
have occurred in this experiment.
 How would you modify this experiment to determine
the effect that increasing the mass of the cart has on
the motion given to it by a constant force?
Projectile Motion (horizontal projection)
- students investigate motion in two
dimensions (including developing an
understanding of the motion of a
projectile in Earth’s gravitational
field)
- students will gain experience in
determining the range of a projectile
for different horizontal velocities
- students will gain experience in
calculating the initial horizontal for a
given range and vertical
displacement
 Write a definition for the term ‘projectile’.
 Discuss two methods for determining the horizontal
velocity of the object in this investigation.
 How does the range compare to the horizontal
velocity? Include a reference to your hypothesis (e.g.
how did the relationship between range and velocity
compare with your hypothesis?)
 What is the most important type of error in this
experiment? Give an example that applies to this
experiment.
 How would the launch velocity be different if the
mass of the projectile was greater than that of the
projectile used in the experiment? What about if the
mass was less than the object mass used in this
experiment?
 Explain, using a calculation what would happen to the
range of an object, and its time of flight, if the
projectile was launched with the same initial launch
speed, but at an angle of 30º to the horizontal.
Prepared by Vicphysics Teachers' Network, vicphysics.org
Investigating Horizontal Circular Motion
- students will be investigating the
relationship between centripetal
force acting on an object moving in
a circle of fixed radius and the
period of its motion
- students will extend their
understanding to solving circular
motion problems on a larger scale
 Identify two physical quantities in this experiment that
you attempted to maintain constant for each of your
trials.
 Explain what is meant by the period of an object when
it is undergoing circular motion. Provide an example
calculation as part of your response to this question
(e.g. a calculation to the problem “If an object
revolves 50 times in 20 seconds, what is the period of
the object?”).
 Identify the formula that determines the magnitude of
the centripetal acceleration from the data that you are
able to measure in this experiment (e.g. students
should be able to measure radius ‘r’ of string and
determine the tangential speed ‘v’).
 Sketch a graph of centripetal force as a function of the
reciprocal velocity squared (i.e. graph of Fc vs 1/v2).
 Discuss the error that is introduced if the string is not
moving in a horizontal plane (i.e. the stopper is
allowed to sag). You should include specific reference
to the stopper’s weight and its effect on the tension on
the string.
 If the mass of the stopper were increased, describe
what would happen to the force needed to keep the
stopper in “orbit” if the tangential speed and radius
remained the same? How would the orbital period
change? Use calculations to support your answer.
 If the radius of the string was increased while
maintaining a constant mass and tangential speed, how
would the centripetal force change to compensate?
Use calculations to support your answer.
 Based upon your understanding of acceleration in a
horizontal plane, how would you expect that doubling
the speed of the object to affect the centripetal force?
 The concepts examined in this practical task can be
extended to satellite motion. Identify the cause of the
centripetal force of a communications satellite which
is in geosynchronous orbit about Earth. Note:
question(s) requiring students to undertake
calculations involving satellite motion could be
potentially added.
Prepared by Vicphysics Teachers' Network, vicphysics.org
Energy Transformations (converting PE to
KE)
- using an inclined plane, students will
roll a dynamics cart down the incline
in order to investigate how the sum
of the cart’s kinetic energy and the
work done against friction compare
with the cart’s loss of potential
energy
 Explain the energy transformations that take place as
the cart rolls down the incline (responses need to refer
to the Law of Conservation of Energy?)
 Describe an experiment that you could perform to
determine if the mass of the cart has any effect on the
amount of energy required to overcome friction.
 If the cart was replaced by a block of wood on the
inclined plane, how would you expect the values for
kinetic energy and work done against friction to
change?
 What happens to the energy spent in overcoming
friction?
Conservation of Momentum
- students will gain an understanding
of momentum and the principle of
conservation
 If both carts have the same mass, describe the velocity
of each cart.
 When the connection between the two carts is
‘broken’, how do the forces exerted on each cart by
each cart’s spring compare?
 How does the speed of the cart with greater mass
compare to the cat with less mass?
 Explain what would happen to the momentum of the
two carts if the springs were stiffer.
 Identify the two most likely sources of friction that
could produce errors in this experiment.
 Discuss the consequences of the table (used to support
your experimental setup) not being perfectly level.
 This experiment can be used to simulate a rifle firing a
bullet. In the case of a rifle and the bullet, the bullet
attains a high speed, but the rifle does not. Explain the
reason for this.
 In the movie Eraser, an aluminium bullet is fired at
near light speed. If the rest mass of the bullet is
250gram, then calculate the relativistic mass if the
aluminium round was travelling at 0.8c.
Changes in Potential Energy?
 students measure and graph the
extension of a spring against force
 students drop of a mass from zero
extension and measure the maximum
extension.
 students use the Force vs extension
graph and the dropped distance to
generate energy versus distance graph
for elastic potential energy,
gravitational potential energy, then
determine graphs for total energy and
kinetic energy.
 Describe the force extension graph
 Use the graph to determine the spring constant
 Describe two ways to determine the spring potential
energy stored in the spring
 Not all of the gravitational potential energy of the
mass before it is dropped is transferred to spring
potential energy at the bottom of the fall. Suggest
where the missing energy may have gone.
 The graph of kinetic energy against distance can be
used to determine the extension where the speed is
greatest. Knowing the forces acting on the falling
mass explain where you expect this point to be.
Prepared by Vicphysics Teachers' Network, vicphysics.org
Appendix
The level of equipment and other materials will vary between schools. In theory, all of these practical
activities can be run with basic equipment, or equipment which can be easily made, ideally by the
students. Further information in this regards can be provided.
Investigating Newton’s 2nd Law
Possible Equipment/Materials
- Dynamics cart
- Pulley and string
- Pulley clamp
- Weights (various)
- Ruler
- Ticker timer, photogate, video analysis,
Arduino microcontroller (or similar sort
of data collection or recording
equipment)
Horizontal Projection
Possible Equipment/Materials
- large marble or steel ball bearing
- tape measure or metre ruler
- stop watch (or video analysis software &
hardware)
- carbon paper (or similar) to measure landing
point of object
Investigation Horizontal Circular Motion
Possible Equipment/Materials
- Balance (for measuring mass)
- Glass tubing (or similar)
- Masking tape or alligator clip (to fix the
radius of rotation of the string)
- Metal washers
- Rubber stopper (or similar such mass)
- Stopwatch
- String (approx. 1 metre)
- Paper clip to support washers
Image credit: Taffel, Baumel & Landecker, 1966
Prepared by Vicphysics Teachers' Network, vicphysics.org
Energy Transformations (converting PE to KE)
g
Conservation of Momentum
Possible Equipment/Materials
- two carts
- spring system to provide simulated
“explosion”
- ticker timer, video analysis, Arduino
microcontroller (or similar sort of data
collection or recording equipment)
http://cgscomwww.catlin.edu/sauerb/Ph12/PH12_Labs/PH12_Lab_17_Explosion_files/image002.jpg
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