So, after my last post about feeling frustrated that students were missing the exciting transition into defining acceleration, we finally got over the hump! We end up with tangent lines that suggest a rather conspicuous pattern: for each additional second, the velocity increases 10cm/s faster.

We included this specific example in the “Consensus Notebook” for CAPM 5, the simplest algebraic representation for accelerated motion.

Students wanted to see an example where the initial velocity was negative, so we made up some values.

At this point, only a few of them realize what that graph above is actually describing, but I think that’s okay. Through a motion detector “paradigm lab” they’ve had a few experiences with constant slopes that go through v=0m/s, and we’ll have more time to solidify this for students before we leave this idea.

I’m hoping that this is one of the powerful things about the combined CAPM and BFPM units. The force diagram can support the idea that the v-t graph shows constant slope through a moment when the object is at rest, and vice versa.

##capm ##ufpm ##caufpm ##paradigmlab ##physicsfirst