In today's lab we found the relationship between the period and the mass on a spring, the spring constant, and the amplitude of vibration. Rob Spencer said that we should provide students with stop watches and have students investigate the relationship between the period and amplitude first. Additionally, it would be wise to remind students of the different types of relationships they might encounter: direct, linear, top-opening, side-opening. It would also be a good idea to have a discussion of the circumstances that can arise which might at first glance cause someone to think a set of data represents a ________________ relationship when in fact it is a ________________ relationship and how best to discern what type of relationship it is. Students will have to find the relationship between period and mass. This is exceedingly difficult to do with small masses which are needed to make the relationship glaringly obvious. Students will also have to find the relationship between the period and the spring constant for about five springs. I like this part of the lab but again the exact relationship is more difficult to see at first glance as a large spring and small masses are needed. Lastly students will combine the relationships using the transitive property to find the relationship between all variables and all the data.
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