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Not something to show your students but something that you could use as an idea to do yourself.

Make sure that the tables are strong and if in doubt do the experiment on the floor!
Avoid folding tables!!

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Balance a Body

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3:49

1:21 / 3:49•Watch full video

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Not something to show your students but something that you could use as an idea to do yourself.

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0:00 / 1:38•Watch full video

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Not something to show your students but something that you could use as an idea to do yourself.

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0:00 / 1:48•Watch full video

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Not something to show your students but something that you could use as an idea to do yourself.

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Moments and the Perpendicular Distance

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Not something to show your students but something that you could use as an idea to do yourself.

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0:00 / 1:24•Watch full video

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A video to support the bike question that Debbie mentioned.

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0:00 / 1:06•Watch full video

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Create model then use SUVAT to work out how deep hole is by timing from drop until noise when it hits 'bottom'. Can create good discussion of modelling process. Hole is approximately 450m deep.

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Dropping a big rock down a 1500 foot deep hole

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links with Whoosh from projectiles

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AMSP Finding and Testing a Coefficient of Friction Revised

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Boats and boating--Equipment and supplies

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Contact us: office@geogebra.org

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Contact us: office@geogebra.org

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Contact us: office@geogebra.org

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Contact us: office@geogebra.org

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Contact us: office@geogebra.org

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Contact us: office@geogebra.org

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AMSP topic plans with links to resources

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AMSP topic plans with links to resources

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The mechanics links include GeoGebra Traffic (great for kinematic graphs) and some links to the PhET website (brilliant computer simulations). There are also links to some sample resources from our Teaching Mechanics 1 course.

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These videos show various ideas for teaching mechanics in A level Mathematics/Further Mathematics lessons. Each video is approximately five minutes in length and demonstrates a different aspect of teaching mechanics.

The videos were filmed at Ivybridge Community College in March 2017.

PD Videos:

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These videos show various ideas for teaching mechanics in A level Mathematics/Further Mathematics lessons. Each video is approximately five minutes in length and demonstrates a different aspect of teaching mechanics. The videos were filmed at Ivybridge Community College in March 2017.

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Mechanics Experiments/discussions from Mechanics in Action

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Mechanics Experiments/discussions from Mechanics in Action

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Mechanics experiments from Mechanics in action

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The whole (daunting) Mechanics in Action

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The whole (daunting) Mechanics in Action

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NRICH link to projectile modelling question

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NRICH link to projectile modelling question

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Age 16 to 18
Challenge Level

A shot-putter puts her 4kg shot at some fixed angle and a known, fixed speed; it flies through the air and lands.

The motion is modelled several times according to each of the following assumptions:

1. g is constant, there is no air resistance, the shot is modelled as a point mass.

2. g is constant, it is a still day with low humidity and the radius of the physical shot is taken into consideration.

3. g is constant, it is a misty, still day and the radius of the physical shot is taken into consideration.

4. g is variable, there is no air resistance and the radius of the physical shot is taken into consideration.

5. g is variable, there is no air resistance, the shot is a point mass.

6. g is constant, it is quite blustery and the radius of the physical shot is taken into consideration.

In each case it is assumed that the ground is flat and horizontal.

Based on these modelling assumptions, can you put into order the distances travelled by the shot in each case before it first strikes the ground? What about the times of travel? Are there any that you cannot put in order without more information?

Can you think of any other modelling assumptions which might affect the results?

If you wanted to break the world record for the shot put, in what conditions would you try to do it?

Does the relative importance of these modelling assumptions change for striking a golf ball or hitting a table tennis ball?

NOTES AND BACKGROUND

Mechanics is all about things moving. In reality, any moving object is subject to a bewildering complexity of forces and is composed of a similarly bewildering complexity of constituent pieces. So, we make modelling assumptions. Rather beautifully, these modelling assumptions can reduce aspects of physics to a very simple set of equations which nevertheless produce strikingly accurate and predictive results. Knowing which modelling assumptions are safe and reasonable to make is a skill, and to develop this skill we need to understand how modelling assumptions impact the solution to a problem.

Read our article on modelling assumptions if you are interested in finding out more mathematical details.

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How do these modelling assumption affect the solutions?

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Warm-up

Warm-up solution

Main problem

Interactive graph

Solution

You are moving along a straight line, with your acceleration given by \[a(t) = 6t - 2.\]

How fast will you be travelling at \(t=2\)?

Where will you be on the line at \(t=2\)?

Last updated 20-Mar-17

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Thinking constantly | Calculus meets Functions | Underground Mathematics

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A kinematics problem focusing on integration constants and how altering the initial conditions affects the movement of an object.

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Desmos activity on forces and pulleys (card match)

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Desmos activity on forces and pulleys (card match)

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A matching activity for systems of connected particles and pulleys.

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Blast a car out of a cannon, and challenge yourself to hit a target! Learn about projectile motion by firing various objects. Set parameters such as angle, initial speed, and mass. Explore vector representations, and add air resistance to investigate the factors that influence drag.

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You can move the stickman below right and left on the number line. The objective of this game is to get as close as possible to the graph shown to the left. Time starts when you first move the stickman.

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You can move the stickman below right and left on the number line. The objective of this game is to get as close as possible to the graph shown to the left. Time starts when you first move the stickman.

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Can you match up the following displacement-time graphs with their corresponding velocity-time graphs? Some of the graphs have not been drawn; you will need to complete them yourself.

When you have matched them up, could you give descriptions of what might be happening in them? Here are some possible contexts we've thought of; feel free to use your own instead.

A baby in a baby-bouncer

A toy car being pushed or pulled

The ribbon in a tug-of-war game

A ball being thrown upwards

A yo-yo

(For the distinction between displacement and distance, have a look at Discussing distance. A similar comparison between speed and velocity is found in Speed vs velocity.)

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Walk-sorting | Introducing Calculus | Underground Mathematics

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Can you match up the following displacement-time graphs with their corresponding velocity-time graphs? Some of the graphs have not been drawn; you will need to complete them yourself. When you have matched them up, could you give descriptions of what might be happening in them?

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Mathematical Modelling in Mechanics crossword