One year, I received a letter from a shy student. She expressed how captivated she was by the class and shared an intriguing experience she had. While driving on the highway with her dad, a pebble hit their car’s windshield, causing a crack. In that moment, she marveled at the speed the pebble must have had to create the crack. However, her realization dawned that it wasn’t just the pebble’s speed, but also the car’s velocity that contributed to the window’s cracking.
I have a genuine passion for teaching Kinematics! Not all educators begin with 1-D Kinematics as the opening chapter, given its slightly heavier math emphasis compared to other topics. Yet, I adore the array of real-life examples and demonstrations that Kinematics offers. It’s a fantastic way to embark on the journey of physics!
Every single day, in every moment, Kinematics unfolds all around us. Questions arise such as, “Did that falling branch descend at a constant rate or accelerate?” “What does 25mph truly mean?” “What would happen if we hopped onto a moving train?” The potential to integrate our lessons with daily occurrences is boundless.
Here are some of my treasured techniques for weaving real-life scenarios into 1-D Kinematics:
1) How Does Gravity Work? – Drop a ball and prompt students to discuss whether it fell at a constant rate or accelerated. Challenge them to devise a way to prove their answer.
2) How Tall is the Ceiling? – Armed with a ball and a stopwatch, set the challenge of measuring the ceiling’s height.
3) How Fast are You? – Task students with determining their running speed in miles per hour.
4) Who’s Faster? – Engage two students from different track events to compare their speeds and determine who’s faster.
5) Ball In the Air – Toss a ball upwards and catch it at its release point. Encourage students to analyze when it’s fastest and slowest during its flight.
These strategies are some of my cherished methods for incorporating real-world situations into my classroom. In fact, many of these scenarios have evolved into hands-on LABS in my teaching, which you’re welcome to explore 😉.
As you embark on teaching 1-D Kinematics, I extend my heartfelt wishes for a truly rewarding experience!
Warm regards,
Ray Burns
