With NO apologies for cross posting - see e.g. "Cross-Posting - Synergistic or Sinful?" [Hake (2005)].
Phys-L's Anthony Lapinski (2013) in his Phys-L post "Motion Lab" wrote at <http://bit.ly/1b2nbSz>:
"Does anyone do a 'constant velocity' lab? Like using constant velocity cars (Tumble Buggies)? If so, what do students measure (just d and t?)? Do they make a graph? Cookbook or open-ended? Is it more about measuring than finding the actual speed? I'm looking for something low tech (for high school) and meaningful. Just stopwatches and meter sticks. Wanting some ideas to make a 'basic' lab like this interesting. . . ."
Anthony and others might consider Socratic Dialogue Inducing (SDI) Lab #1 "Newton's First and Third Laws," downloadable for FREE at <http://bit.ly/9nGd3M>. This is ultra low tech, requiring use of only students eyes, hands, feet, and brains. [CAUTION: Students may at first rebel because the latter is neither desired nor required in traditional recipe physics labs.]
Part IIID of SDI Lab #1 "Carrying The Disk At Constant Horizontal Velocity" begins: "Holding the disk at about eye level walk about 6 ft (2 m) at a nearly constant horizontal velocity (i.e., in a straight line at constant speed). The figure below shows the disk at three positions in its constant motion. Show ALL the force vectors acting ON THE DISK at these 3 positions. Draw velocity vectors at each of the 3 positions. Here again, these are "snapshot sketches."
For more on SDI Labs see e.g.:
a. "Promoting Student Crossover to the Newtonian World" [Hake (1987)];
b. "Socratic pedagogy in the introductory physics lab [Hake (1992)];
c. "Design-Based Research in Physics Education Research: A Review"[Hake (2008)]; and
d. "Helping Students to Think Like Scientists in Socratic Dialogue Inducing Labs" [Hake (2012)].
REFERENCES [All URL's shortened by <http://bit.ly/> and accessed on 21 Sept 2013.]
Hake, R.R. 1987. "Promoting Student Crossover to the Newtonian World," Am. J. Phys. 55(10): 878- 884; online as a 788 kB pdf at <http://bit.ly/a6vc3H>.
Hake, R.R. 1992. "Socratic pedagogy in the introductory physics lab," Phys. Teach. 30: 546-552; updated version (4/27/98) online as an 88 kB pdf at <http://bit.ly/9tSTdB>.
Hake, R.R. 2005. "Cross-Posting - Synergistic or Sinful?" Post of 1 Nov 2005 08:37:12-0800 toITFORUM and AERA-L. Online at on the OPEN! AERA-L archives at <http://bit.ly/arFlkd>.
Hake, R.R. 2008. "Design-Based Research in Physics Education Research: A Review," in Kelly, Lesh, & Baek (2008)]. A pre-publication version of that chapter is online as a 1.1 MB pdf at <http://bit.ly/9kORMZ>.
Hake, R.R. 2012. "Helping Students to Think Like Scientists in Socratic Dialogue Inducing Labs," Phys. Teach. 50(1): 48-52; online to subscribers at <http://bit.ly/wLy3En>. A version identical to the Physics Teacher article except for (a) minor formatting changes, and (b) the addition of a few *hot-linked* URL's is online as a 299 kB pdf at <http://bit.ly/x5ruYF>.
Kelly, A.E., R.A. Lesh, & J.Y. Baek. 2008. "Handbook of Design Research Methods in Education: Innovations in Science, Technology, Engineering, and Mathematics Learning and Teaching," Routledge. Publisher's information at <http://bit.ly/dkLabI>; Amazon.com information at <http://amzn.to/gtRpbU>.
Lapinski, A. 2013. "Motion Lab" online on the OPEN! Phys-L archives at <http://bit.ly/1b2nbSz>.