9th Grade Speed and Motion Unit
Lynn Gleue
Sheboygan South High School
Science Teacher
Technology Mentor Program
2007 – 2008
Speed and Motion Unit
Grade Level: 9-12 (specifically for ELL Integrated Science)
Learning Goals
· Students will understand how to calculate speed in authentic situations
· Students will understand the basic concepts of: speed, velocity and acceleration
· Students will experience the scientific process and scientific method
Performance Standard
C.12.1 When studying science content, ask questions suggested by current social issues, scientific literature, and observations of phenomena; build hypothesis that might answer some of these questions, design possible investigations, and describe results that might emerge from such investigations. (Or use the Scientific Method to identify and investigate current real life issues).
C.12.3 ((C.12.1b)
Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements.
C.12.5 Form hypotheses based on models found in the earth and space, life and environmental, and physical sciences to develop likely explanations for the results of their investigations.
Unit Topic of Study:
· Linear Motion
· Velocity and Speed
Technology Integration
· Students will use Microsoft Excel as a data collection tool
· Students will use Microsoft Excel to create easy to understand graphs
Timeline of Unit:
Day 1 – Introduction of Problem and Brainstorm of what it needed to complete this task
Day 2-6 – Velocity, calculation and Graphing
- Activity – Dizzy Ant Activity
- Activity - Mighty Speed Racer Lab
- Research – 4-1 Directed Reading
Day 7 – 10 – Acceleration, calculation and Graphing
- Activity - Modified Mighty Speed Racer Lab
- Class Discussion – Differences between Velocity and Acceleration
- Research – 4-2 Directed Reading
Day 11 – Average Velocity versus Instantaneous Acceleration
- Class Discussion – How are they different? What are we looking for?
Day 12-13 – Experimental Design Setup and Performance Task Review
Day 14 – 15 – Field Work
Day 16-17 – Analyzing Data
Day 18 - Individual Group Reports
Day 19 – Group work to synthesize all reports
Day 20 – Final Group Reports/Projects
Day 1 – Introduction to Performance Assessment
Materials:
- Rubric
- Problem Letter
- White board/Markers/Overhead Projector
Procedure:
1. Hand out the Problem Letter – Discuss what the class will need to know before they complete the task.
Performance Task: (Problem/Big Question)
A principal at a local elementary has written a letter to the students explaining a concern the school has over cars speeding in the school zone. Students are asked to conduct a scientific experiment to see if this is truly a problem and if there are any generalizations about who is speeding. The students will also research and propose possible solutions.
In order to complete this task, the class will brainstorm what concepts they will have to learn. Students will also brainstorm what skills they will have to develop. One of the requirements is that the students use computer generated graphs and tables in their presentation.
Full Requirements are on attached letter to the students.
Dear Science Students,
We have recently noticed an increase in the number of cars speeding by our elementary school. Obviously this is of great concern to our students, parents, teachers and administrators. The speed limit in a school zone is 15 miles per hour, but it seems that the cars are traveling much faster than this. We have contacted the police authorities but they are unable to dedicate their limited resources to this issue.
We would like you to conduct a scientific study about how fast are cars traveling past our school. We specifically want to know:
- How fast are the cars traveling?
- What are the characteristics of the speeders?
- Can we make any generalizations about who is speeding?
- What time are the most people speeding by our school?
- Is speeding a problem? Why or why not?
- If speeding is a problem, what can we do to stop it and keep our students safe?
We will want to use this information to discuss this issue with our parents, so the study must be conducted using good scientific practices. Please make sure that your study is conducted using the correct scientific method and that other scientists in your class have evaluated your conclusions. This will help our parents have faith in your conclusions.
After you have conducted your experiments and drawn your conclusions, please create a professional presentation to explain your findings. We will want to see your graphs, charts and any data tables that you have created. Your conclusions must be supported by your data and should also take into account the data of your classmates. We expect that you presentation will be digital (included computer – generated graphs and tables).
Your teacher is prepared to provide you with all the necessary class time and content instruction. I suspect that you will need to learn about:
- Speed and how to calculate it
- Acceleration and how to calculate it
- How to create computer generated graphs and tables
- How to set up and execute a scientific experiment
Obviously this is not a complete list. Taking some time in class to make a more complete list will probably help make the project easier to break apart.
This is such an important issue for our community and we look forward to hearing from you. Please make sure that your experiment is conducted to the best of your ability.
Thank you,
Elementary School Principal
Day 2 – Day 6 – Velocity
Topics: Graphing (slope), Velocity
**There are several activities that can be completed during this page in the unit. The students could decide which activity to complete first.
Activity 1 –Mighty Speed Racer Activity
Name: ______
Hour: ______
Mighty Speed Racer Lab
Skills: Slope as rate of change, significance of positive, negative and zero slope, interpretation of graph shape, description of motion interchangeable with words/action and graphs
Time: 2-3 days
Materials: Battery operated cars, timer/stopwatch, tape, meter stick
Terms:
Motion: the change in an object’s position. If an object is moving at a constant velocity, they it is said to have uniform motion
Velocity – sometimes thought of as speed along a straight-line path, and equal to the change in position over the change in time
Procedure:
1. Designate one group member as the timer, another as the position marker and the final as the track assistant
- The timer will operate the stopwatch and call out time every 3 seconds
- The track assistant will move alongside the car and make sure that is goes in a straight line.
- The position marker will move alongside the car and mark the tape every three seconds, indicating where the car was as that time.
2. Turn the car on before placing it the tape
3. Start the watch and let the car go. Mark the car’s position on the tape every 3 seconds
4. After you have made the marks, start at the beginning and measure the total displacement from the starting point to each mark. Use the meter stick and measure in centimeters.
Time (seconds) / Displacement (cm)0 / 0
3
6
9
12
15
18
21
5. Create a graph of your data – Plot a Displacement vs. Time graph. Time is the independent (manipulated) variable, displacement is the responding variable. Make sure to:
- Title your graph
- Labels on the correct axis and units
- Plot the points
- Draw a best fit line using a ruler
Graphical Analysis
1. Choose 2 nice points that your line goes through:
(x1, y1) =
(x2, y2) =
2. Calculate the slope of your best fit line using the equation (show all of your work)
Slope = (y2 – y1)\ (x2 – x1)
Your slope: ______
3. Write the equation of the line in the form
y = mx + b
m is your slope from # 2
b is your “y intercept” – where your line crosses the y axis
Enter your equation:
Mighty Speed Racer Lab Questions
1. Determine the average Velocity of your car – Show the correct formula and your work.
2. What does the slope of the line of best fit tell you about your car?
3. Have 1 person in your group plot your data on a class graph. Copy down the class graph on graph paper.
4. Using the class data, which car had the greatest velocity? How did you know?
5. Which car was the slowest? How do you know?
6. Did the cars move at a uniform velocity? Explain.
7. Explain the sources of error in your experiment
*** Staple your group data, group graph and class graph to this packet***
Activity 2 – Dizzy Ant Activity
Materials: pencil, graph paper, Dizzy Ant Activity page
Name: ______
Hour: ______
Dizzy Ant Activity
An ant has lost his way. He has traveled back and forth against a ruler searching for food. Every 5 seconds his position was marked as x0= 0 seconds (beginning), x1 = 5 seconds, x2 = 10 seconds, etc.
Procedure:
1. Examine the motion of the ant on the following diagram. On the following data table write the displacement of the ant at 5-second intervals.
Interval / Time(s) / Displacement (cm) / Interval / Time
(s) / Displacement
(cm)
0 / 15
1 / 16
2 / 17
3 / 18
4 / 19
5 / 20
6 / 21
7 / 22
8 / 23
9 / 24
10 / 25
11 / 26
12 / 27
13 / 28
14
2. Graph the position of the ant on a Distance vs. Time graph (Time is your manipulated variable, Distance is the responding variable).
3. Draw a curved line that fits most of the points.
Analysis:
Answer the following questions:
1. What was the displacement of the ant after 25 seconds?
2. At what time was the any displaced 17.5 centimeters from the starting point?
3. Which direction was the any moving during the interval 70 < t < 95 seconds?
4. What was the any doing at t = 90 seconds?
5. What was the ant doing during the interval 130 < t < 140 seconds?
6. What is the velocity of the ant during the interval 25 < t < 50 seconds?
7. What is the velocity of the ant during the interval 75 < t < 85 seconds?
8. What is the velocity of the and during the interval 130 < t < 140 seconds?
9. What is happening to the velocity during the interval 0 < t < 25 seconds?
10. What is the scientific name given to the change in motion described in #9?
11. What is happening to the velocity during the interval 105 < t < 130 seconds?
12. What is scientific name given to the change in motion described in #11?
13. What is the net (total) displacement of the ant as shown on the graph or how many cm did the ant travel back and forth?
14. What is the average speed of the any? (total distance / total time)
Activity 3 – Chapter 4 - 1 Directed Reading
Materials needed: Textbook, pen/pencil
Chapter 4 – Motion
Name: ______
Hr: ______
Section 4-1 - What is Speed and Velocity?
1. Describe motion in your own words.
2. Describe speed in your own words
3. Write the equation for speed – include units.
4. At a speed of 80 km/hr, how far would you travel in 3 hrs? Show all of your work and include units.
5. If your speed were 60 mi/hr, how long (time) would it take you to travel 250 mi? Show all of your work and include units.
6. What is your speed if you can travel 120 mi in 1.5 hrs? (hint: make sure you reduce) Show all of your work and include units
7. What does average speed mean?
8. What does a speedometer measure?
9. What is instantaneous speed?
10. Describe velocity in your own words.
11. How is velocity different than speed?
12. Write down 5 important notes from the chapter. Pictures are ok – 2 picture maximum.
a.
b.
c.
d.
e.
Day 7 – 10 – Acceleration
Topics: Graphing (slope), acceleration
**There are several activities that can be completed during this page in the unit. The students could decide which activity to complete first.
Activity 4 – Modified Mighty Speed Racer Lab
Materials: Ball, pen/pencil, Graph paper
Name: ______
Hour: ______
Modified Mighty Speed Racer Lab
Skills: Slope as rate of change, significance of positive, negative and zero slope, interpretation of graph shape, description of motion interchangeable with words/action and graphs
Time: 2-3 days
Materials: balls, timer/stopwatch, tape, meter stick
Terms:
Motion: the change in an object’s position. If an object is moving at a constant velocity, they it is said to have uniform motion
Velocity – sometimes thought of as speed along a straight-line path, and equal to the change in position over the change in time