Basic procedure: Videotape the hovercraft moving in a specified direction and
speed ... Outside of class: students work together to create PowerPoint slides with
...
AP Calculus Video Project Visualizing Speed: Four Scenarios Overview: Students often have a difficult time understanding the difference between speed and velocity. The purpose of this project is for students working in teams to develop a PowerPoint presentation that shows videos of different scenarios of speed, velocity and acceleration. Teams will construct PP pages for their scenario and the class will integrate all pages into a single PP presentation which will be posted on the web for future use. Basic procedure: Videotape the hovercraft moving in a specified direction and speed for your group’s scenario. Use VideoPoint software to convert the video and obtain data tables and graphs. Construct several PP slides that show your video, tables (cut data table in Paint so only the relevant data is shown on each slide) and graphs of position, velocity, acceleration and speed. For each measure, summarize how the tables and graphs reflect what is shown in the video. Include a calculus analysis of each graph and equation: use the shape of the position curve to predict characteristics about the shape of the velocity and acceleration curves; and use the position and velocity regression equations to predict what the equations for velocity and acceleration should be and compare these predictions with the computed regression equations for velocity and acceleration. For position and velocity, compute an average rate of change at the beginning of the clip and again at the end of the clip (show the values and computations.) Compare and contrast the average rates of change with the instantaneous rate of change. Overall summary: describe the motion of your hovercraft, including position, speed, direction of motion and changes in direction. Tell how the motion can be deduced from the graphs and equations. Assignments (2 students per team): Team 1: positive velocity, positive acceleration, initial position: - 3 Team 2: positive velocity, negative acceleration, initial position: +2 Team 3: negative velocity, positive acceleration, initial position: + 0.5 Team 4: negative velocity, negative acceleration, initial position: - 1.5 You have been given randomly assigned starting points for the initial position of your hovercraft, some negative, some positive. Class time will be given for the project, but you may need to work after school. Submit your PP presentation as an attachment to
[email protected]. I will append them together into a single PP and post it on the web. Use the basic (boring) background/template for your pages. The class will review each team’s pages, suggesting changes for both accuracy and consistency of format. The class may choose a background to be applied after all pages are in a single presentation.
Some tips Setting up the video: 1. Mark the end of each meter stick with brightly colored paper on the floor. The ends of the meter sticks are difficult to see on the video. 2. Put a large circle on the floor at the origin. Since you may decide to change where the origin is (it won’t always be at the left end of the meter sticks), this will help the viewers see where the measurements start. 3. Flash a paper divider, “Team 2 Take 2” in between video clips. We announced this between clips, but the audio doesn’t come through in the clipping process. A visual cue would make it easier to divide up the clips. Using VideoPoint software: 1. Save the imported video to more than one computer so two (or more) groups can work at the same time. 2. When choosing a regression equation, the linear regression will always have a y-intercept. If you want a constant function, choose average instead of linear. Scheduling: 1. Day 1 Class (42 minutes): Set up meter sticks and markers. Practice controlling the hovercraft. Plan each team’s movement and videotape all scenarios. The teacher imports the video using VideoCapture after class. Put copies of the imported video on several computers. 2. Day 2 Class (42 minutes): Students observe a sample process in VideoPoint, then work in groups to make their own graphs and tables. We were able to get 3 groups done in one period. Here was our process: clip the video, set the scale, set the origin, choose sampling rate (we used 32 frames per clip), mark data point on each frame, create graphs and regression equations, copy PrintScreen to Paint and save to USB drive. Teacher saves (copies) all video clips for later conversion. 3. Outside of class: students work together to create PowerPoint slides with tables, graphs and analysis. Include a blank slide for the teacher to insert the video. Email PP slides to teacher or deliver on a USB drive. 4. Teacher converts QuickTime video clips to Windows Media format (using Adobe Premiere Elements) so insertion into PowerPoint. Teacher merges submitted PP slides into a single PP, inserts video clips into each team’s area. Posts PP on web. 5. Day 3 Class (10 minutes): Review PP in class. Students make general suggestions for changes, identify any omissions, errors and inconsistencies. 6. Outside of class: students review PP on the web for more detailed feedback about their own slides (now that they see everyone else’s) and other team’s slides. Submit changes to the teacher for the finalized version.
AP Calculus Speed Video Project Rubric Team Names
Team # _____
Score
Speed scenario/initial position as assigned: Comments:
Not done 0 -10
Major error or missed concept -7
Minor error(s)
Meets standard
Better than standard √+ +1
√√ -2 +0 Criteria Accuracy of scenario: your hovercraft motion fits your assigned scenario and initial position
I’m impressed + +3
Quality of video: PP includes video of hovercraft, no extraneous activity on video, hovercraft and position reference is easy to see Use of VideoPoint software: team used VideoPoint software to convert video and develop tables and graphs Position: accurate data table and graph. Summarize how the table and graph reflect what is shown in the video. Use the shape of the position curve to predict characteristics about the shape of the velocity curve. Use the position regression equation to predict what the equation for velocity should be and compare this prediction with the computed regression equation for velocity. Velocity: accurate data table and graph. Summarize how the table and graph reflect what is shown in the video. Use the shape of the velocity curve to predict characteristics about the shape of the acceleration curve. Use the velocity regression equation to predict what the equation for acceleration should be and compare this prediction with the computed regression equation for acceleration. Compute an average rate of change of position at the beginning of the clip and again at the end of the clip (show the values and computations). Compare and contrast the average rates of change of position with the instantaneous rate of change. Acceleration: accurate data table and graph. Summarize how the table and graph reflect what is shown in the video. Compute an average rate of change of velocity at the beginning of the clip and again at the end of the clip (show the values and computations). Compare and contrast the average rates of change of velocity with the instantaneous rate of change. Speed: accurate data table and graph. Summarize how the table and graph reflect what is shown in the video. Describe how speed is related to velocity and acceleration. Give an equation for your speed graph. Overall summary: Describe the motion of your hovercraft, including position, speed, direction of motion and changes in direction. Summarize the relationships between the graphs and the equations of each measure. PP submittal: as an attachment to
[email protected] or hand deliver on a USB drive. Timeliness: you will lose points if your PP pages are late. 95 is the baseline score—meets the standard in each category. If you want a higher score, be prepared to impress me!
