Teacher Demonstration
Use the live model as a shared screen demonstration before students try their own predictions and observations.
Physics / Kinematics
Airpuckconstantvelocity
Use Airpuckconstantvelocity as a Tracker model-building activity: compare Model A constant velocity with Model B, where an initial push acts from t = 0 to 0.3 s before the air puck continues at nearly constant velocity.
1. Watch or Launch
Launch the Interactive
Open the simulation, adjust the controls, and compare what changes on screen before answering the concept-check questions.
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2. Big Ideas
Key idea Tracker model building lets students test competing explanations for the same motion. In this air-puck activity, Model A represents constant velocity with no horizontal force, while Model B represents an initial push from t = 0 to 0.3 s followed by constant velocity.
What Students Can Learn
- Compare the measured air-puck track with Model A and Model B.
- Read initial values such as x, y, vx, and vy as the assumptions of a model.
- Interpret the force function fx = if(t < 0.3, Push, 0) as a short push, not a continuing force.
- Use the model fit to challenge the idea that a force is needed to keep an object moving at constant velocity.
Guiding Question
Which model best matches the air-puck motion, and what does its force function say about the motion after the push ends?
3. Try the Investigation
Select Model A
Open the Model Builder and select Model A constant velocity. Note that vx is set while fx and fy are zero.
Select Model B
Switch to Model B initial push for t = 0 to 0.3 s. Read the Push parameter and the force function fx = if(t < 0.3, Push, 0).
Compare Against the Track
Overlay each model on the tracked air-puck motion and compare the model path or graph with the measured data.
Explain the Difference
Decide whether the air puck needs a continuing horizontal force to keep moving, or only an initial push followed by near-zero net force.
4. Teacher Notes
Lesson Use
Use this as a model-building lesson on Newton's first law. Students compare a pure constant-velocity model with a short-push model and judge which assumptions explain the data.
Discussion Prompts
Ask: What does fx = 0 mean in Model A? What happens to fx after 0.3 s in Model B? If the air puck keeps moving after the push, does that prove a continuing push is present?
Teaching Moves
Make students write the model assumption before judging the fit: Model A assumes no horizontal resultant force; Model B assumes a brief initial force and then zero horizontal force. Then require graph or overlay evidence for their choice.
Model Notes
The key conceptual move is separating the force that starts or changes motion from the absence of horizontal resultant force during later constant-velocity motion.
5. Concept Check
These questions are generated from the topic and the concept illustrated by the simulation. Use them after students have explored the model.
Concept Score
Correct first attempts build a streak and unlock higher point multipliers on this device.
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Answer each question once to build your streak.
1. In Model A, what does fx = 0 represent?
2. In Model B, what does fx = if(t < 0.3, Push, 0) mean?
3. Why compare Model A and Model B with the measured track?
4. What misconception can this activity challenge?
5. What makes a strong conclusion?
Expert Challenge
Unlocks after 3 correct concept-check answers on this page.
1. A student says Model B proves a force keeps acting because the puck keeps moving after 0.3 s. What is the best feedback?
2. What should students compare before deciding whether Model A or Model B is more appropriate?
3. Why is Model A still useful even if Model B includes an initial push?
7. Learning Pulse
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