AP Physics C: Yesterday, students took their data from the falling coffee filter lab and created a model of it in VPython. The terminal velocity of the filters in their computer model should match that of their experimental data.
We’ve been having a some computer issues with installing VPython on the school computers, and so pair programming has slowly evolved into groups of 3 and 4. I decided to check out GlowScript again and discovered that it now uses RapydScript, which means the code is almost identical to Python. There are some difference in how the 3D shapes are defined, but it’s not a big deal with the online reference at your side. I tried to code the coffee filter program myself in GlowScript. Based on how close the code is to VPython, I’m seriously considering switching over to GlowScript for the rest of the year. I showed the program in class today, and they liked the in-browser aspect of GlowScript.
You can see my code for the coffee filter program here: Falling Coffee Filter.
NGSS Science & Engineering Practices:
#2. Developing and Using Models
#5. Using Mathematics and Computational Thinking
AP Physics C: Students designed their own experiments to determine the type of dependence between speed and air resistance. It was the traditional coffee filter lab, but groups could collect data however they wanted. Some groups used motion detectors, others used meter sticks and stopwatches, and others used video analysis. Then we put the new regression feature in Desmos to the test. Our results so far:
NGSS Science and Engineering Practices:
#3. Planning and carrying out investigations
#4. Analyzing and interpreting data
#5. Using mathematics and computational thinking