AP Physics 1 - Unit 1b Kinematics

Lab Formative 1

Mr. G shoots a new, experimental, industrial-grade NERF dart straight up into

the air. He catches the dart at the same height from which he launched it and
measures the total time in the air to be 5 seconds.

1. (SEP5 - Math) Determine the initial speed that the dart leaves the NERF
gun with. Show your work below; circle your answer (Hint: Draw a picture and label your givens ).

acc 9.8 02
JG two
I vo u s

2. (SEP4 - Graphical) Draw a velocity vs. time and acceleration vs. time graph for the dart from the
moment it leaves the gun until the moment right before it lands in Mr. G’s hand.
Label the axes and any known values.

v
a
49

t
9.8

3. (SEP6 – Verbal) A student is recreating the hang time lab. The student uses the following givens to
calculate the hang time.

v = 0 m/s
a = -9.8 m/s2
y = 0.45 m
t=?

If the student plugs these numbers into a kinematics equation, will their hang time be correct? Explain
why or why not using the following physics vocab: maximum height, hang time, free fall.
If the student plugs in these numbers into a kinematic equation, their hang time
will be incorrect. This is because the maximum height, or displacement, is 0. 45
meters. Additionally, during free fall, the acceleration will always be -9.8 meters
per seconds squared. Furthermore, you know the nal velocity is 0 because at it’s
maximum height, the velocity will always be 0 meters per second. This means
that when you use the fourth equation and plug in the the givens, you will get the
time for half the total distance traveled by the dart. In order to calculate the full
hang time, multiply the answer by 2, and the correct hang time will be achieved.
Therefore, if the student plugs in these givens and does not do anything else, the
student will not get the correct hang time.
 SEP4 Analyzing and Interpreting Data - I can create and/or analyze diagrams, graphs, or data that represent phenomena.

(4) I can create and/or analyze diagrams, graphs, (3) I can create and/or analyze (2) I can create and/or analyze a (1) I can create and/or
or data that represents phenomena using all diagrams, graphs, or data that diagram that represents analyze a diagram that
appropriate success criteria in unfamiliar contexts represent phenomena using all phenomena including some represents phenomena in
and/or making connections to related science appropriate success criteria in familiar success criteria in familiar familiar contexts with
concepts. contexts. contexts. support.
Success Criteria
A. Create a graph
B. Analyze a graph
C. Create a diagram.
D. Analyze a diagram.

SEP5 Using Mathematics and Computational Thinking - I can use mathematics to solve physics problems.

EXCEEDS MASTERY (4) DEMONSTRATES MASTERY (3) APPROACHING MASTERY (2) DEVELOPING FOUNDATIONAL
I can use mathematics to solve physics I can use mathematics to solve I can use mathematics to solve SKILLS (1)
problems using all success criteria in unfamiliar physics problems using all success physics problems using some I can use mathematics to solve
contexts AND/OR making connections to criteria in familiar contexts. success criteria in familiar contexts. physics problems in familiar
related science concepts. contexts with support
Success Criteria
A. Choose or set up equation based on scenario
B. Match info to correct variables
C. Solution with units and direction when necessary

SEP6 Constructing Scientific Explanations - I can construct an explanation for a scientific phenomenon

EXCEEDS MASTERY (4) DEMONSTRATES MASTERY (3) APPROACHING MASTERY (2) DEVELOPING FOUNDATIONAL
I can construct an explanation for a scientific I can construct an explanation for a I can construct an explanation for a SKILLS (1)
phenomenon using all success criteria in scientific phenomenon using all scientific phenomenon using some I can construct an explanation for
unfamiliar contexts AND/OR making success criteria in familiar contexts. success criteria in familiar contexts. a scientific phenomenon in
connections to related science concepts. familiar contexts with support.
Success Criteria
A. I can choose the correct physics concepts.
B. I can apply physics concepts correctly.
C. I can draw a logical conclusion.