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This year I got behind in AP Physics so I did not get to cover Rotation, however I have been thinking alot about the lab that I heard someone mention about a ball rolling down a ramp and then a table. From there the landing spot of the projectile can be predicted. I have done the lab in the past whenever we were on the projectile motion unit. I think it is a good idea that hopefully sometime in the school year we can do the lab twice. Once during projectile motion, and another time after we are done discussing rotational kinematics. By factoring in the rotation of the falling mass and using the equations related to rotational inertial a better launching velocity can be calculated and therefore a more accurate landing spot can be obtained. It would be nice if the students kept their data from the first lab and compare their calculations and their data from the second time the lab is attempted after the rotational unit.

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https://drive.google.com/file/d/1yt3E0L4Zm-3bx5XTWJLbmujgZ4povZMo/view?usp=sharing

I put the attached problems/examples in different corners of the room. Students start where they think their understanding level is. I help the students if they are at the "unsure" level. Regardless of where the student starts they have to move up on level. The students who start at "sure" have to move up to "what is wrong with this" and find the error

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I use a conservation of energy lab with a rolling marble or toy car in the fall most years. Students predict a speed and landing location of an object that rolls down a track and then launches off of a table. This lab continues that investigation and adds in the element of rotational kinetic energy, giving students a more accurate speed and landing location. Usually, a meter stick and photogate are the only measurement tools needed, but hot wheels tracks, ramps and small spheres are also needed to conduct the lab.

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Bullseye (Projectile) Lab Part D Student Designed

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This lab can be used early in the unit over Rotational Motion. It can be used to make a connection between linear acceleration and angular acceleration.
When introducing the lab to my students, I demo it and ask them what quantities we can measure and what piece of lab equipment we will use to measure that quantity. Through a whole class discussion we come up with the variables to measure/record and our procedure - that's why the handout is a bit "bare-bones"

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I was unable to do my activity due to timing issues. I plan to use a pulley and mass simulation to introduce that there is a relationship between variables involved. Then I was going to do the lab we were introduced a few weeks ago. I'm not sure how they will do, but I think I will be able to help them understand as we go through.

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The activity I discussed for this training was not something I was able to actually do in my classroom.

I just did this with my Physics II class after I found the equipment, so maybe it could be interesting.