outcomes focus for learning sample teaching and ......outcomes focus for learning sample teaching...
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Outcomes
Focus for Learning Sample Teaching and Assessment Strategies
212-6
design an experiment and
identify specific variables
214-8
evaluate the relevance,
reliability, and adequacy of
data and data collection
methods
The intent of outcome 212-6 is for students to design and conduct an experiment to
determine how fast an object moves. In small groups students should identify the
specific pieces of data needed to find the speed of an object (i.e. distance and time),
determine how to measure this data and identify appropriate materials used to collect
data.
Students are not expected to perform precise data collection methods. This introductory
activity is meant to ascertain students’ prior knowledge of motion variables, which will
be explored in greater depth throughout the unit. In addition, an in-depth treatment of
data collection methods will be developed at a later time.
Once students have collected their data, students will then explore how to determine the
speed of the object from the data. Various methods could be used at this time:
graphing, calculate, estimation. Through open inquiry students will determine the
method used to determine the speed; i.e. no one method will be prescribed at this point.
Students should be encouraged to develop their own method independent of teacher
suggestions.
Students should evaluate the data collection methods used in the previous investigation
and suggest improvements to the experiment in order to improve the reliability of their
distance and time measurements. This outcome will be reinforced throughout the unit
during activities and lab investigations.
Activation
Teachers may
-Show a motion diagram or a video of a race (e.g., Olympic 100 m,
horse racing, Tour de France) and ask which object is moving faster?
-Show the following video and discuss
Top Gear finds the fastest speed for a Bugati Veyron
https://www.youtube.com/watch?v=LSFX9vrwJf8
Students may
-Run races to determine who was the fastest.
Connection
Teachers may
-Ask students how do you know who wins a race with staggered starts
(e.g., cycling time trials)? How can you measure how fast an object is
moving?
-Provide a set of standard and non-standard measurement tools for
students to use and choose from (e.g., a piece of string, meter stick,
fabric tape, a wooden block, measuring tape) when students are
conducting their individually designed speed experiments.
Students may
- Carry out an experiment in small groups to determine the speed of a
moving object, such as
- a rolling rubber ball.
- a skateboard or scooter.
- one member of the group walking, skipping, running or
hopping.
Consolidation
Teacher may
-Give students a description of a moving object and ask students to
describe qualitatively how they would determine its speed, including
the measurement they would take.
-Ask student to justify the choice of measuring device used in the
activity and to identify the differences between devices.
Students may
-Carry out an improved version of their experiment, using more
precise measurements or a different technique and compare their
results to those in their previous experiment or to results obtained from
other groups.
Extension
Students may
-Use two pieces of evestrough (or hollow pipe, paper towel tubes) to
make a ball travel around the classroom the fastest.
-View the following and discuss the questions:
Rube Goldberg machine keeps ball moving through a course.
https://www.youtube.com/watch?v=qybUFnY7Y8w
How many transitions are there? Does the speed change?
Fastest? Slowest?
115-1
Distinguish between
scientific questions and
technological problems
Science and technology are often used interchangeably but have a different purpose.
Scientists use specific processes to investigate questions in the natural and constructed
world. Engineers design and improve technology to solve practical problems or meet
human need. The focus of outcome 115-1 is for students to identify science questions
and technological problems related to motion. For example, a scientific questions is
“How does friction affect the speed of an object?” whereas a technological problem is
“How do we improve the design of a moving object to reduce friction?”
Students could be given a list of questions and asked to classify each as either a
scientific question or a technological problem. Such a list might include:
What is the effect of headwind on the velocity of an airplane?
How could the design of a vehicle be modified to take into account headwind?
How can the acceleration of a car be increased?
How does force applied to a car affect its acceleration?
Activation
Students may
-Participate in a brainstorming or placemat activity using the terms
question and problem
science and technology
Connection
Teachers may
-Ask
Why do athletes need to have a knowledge of motion?
How have vehicle designs changed and why?
What is the purpose of science and technology?
117-8
identify possible areas of
further study related to
science and technology
How can safety be improved for the passengers in a car?
How can a fishing boat be modified to hold a larger catch of fish?
How do the dimples on a golf ball affect its flight through the air and why is this
different from the flight of a smooth ball?
Students should identify areas of further study with regards to motion-related
technology in everyday life to answer scientific questions and technological problems.
Students could choose a technology, research the factors that affect its motion, and
communicate their findings in a format of their choice. For example, in exploring
automobiles, students may identify the following areas for further study:
● fuel efficiency
● size vs breaking distance
● design
● materials
Other motion-related technologies may include:
● Bicycles
● All Terrain Vehicles
● Scooters
● Skateboards
● Airplanes
● Boats
● Space Shuttles
● Olympic swimwear
● Running shoes
● Golf clubs and golf balls
● Radar/Speed guns
● Curling
Students may
-Read an article, to identify areas of study and questions to investigate
Possible article links are as follows:
“How to Maximize Your Vehicle’s Fuel Economy
http://www.ucsusa.org/clean_vehicles/smart-transportation-
solutions/better-fuel-efficiency/how-to-maximize-
your.html#.VQmkm9LF-So
“Has Mazda reinvented the combustion engine with its Skyactiv
design?” http://wardsauto.com/auto-makers/wards-10-best-
engines-mazda-20l-skyactiv-dohc-i-4
-Choose a technology, research what impacts its motion, and present
their findings. A possible link could include:
Space engines – iondrive
http://www.extremetech.com/extreme/144296-nasas-next-ion-
drive-breaks-world-record-will-eventually-power-
interplanetary-missions
Consolidation
Teachers may
-Develop a sorting activity using an interactive whiteboard to ask
students to sort scientific questions and technological problems.
Students may
-Develop a list of scientific questions and technological problems
-Be given scientific questions and technological problems on paper.
Students must crumble the paper (or make an airplane) and throw the
paper in a bin labelled ‘science questions’ and ‘technology problems’
Extension
Students may
-Identify possible solutions or areas for improvement for a
technological problem of their choice.
114-6
relate personal activities and
various scientific and
technological endeavors to
specific science disciplines
and interdisciplinary studies
Students should make connections between motion-related examples and specific
science disciplines/interdisciplinary studies. For example, the motion of a golf ball is
related to studies in aerodynamics, materials engineering, kinesiology, and kinematics.
Students could participate in a Gallery Walk whereby motion-related examples are
posted throughout the room. Students must circulate and record on the posted examples
the various connections to scientific disciplines and interdisciplinary studies. Students
could be provided with a list of disciplines to facilitate connections, such as:
aerodynamics
biochemistry
dynamics
economics
environmental science
ergonomics
kinematics
kinesiology
materials engineering
mathematics
Sample Performance Indicator
Annotate a motion-related image with 4-6 science disciplines and /or interdisciplinary
studies.
Activation
Teachers may
-Provide a series of pictures or video clips of personal activities and ask
to students to write a caption or tell a story that has something to do
about motion for each of the pictures or video clips.
Students may
-Generate a list of personal activities that involvement movement.
-Play motion charades. After identifying a personal activity that
involves movement, students must act it out and classmates to guess
the activity.
-Play Simon Says
-Play Head Bandz. Give students a personal motion-related activity
that can be affixed to their forehead or back. They must circulate
throughout the room and ask ‘yes’ or ‘no’ questions in order to
determine their activity.
Connection
Teachers may
-Find a series of motion images and on the back of each image write
several interdisciplinary studies that relate to the image. Cut up the
images and give each student a piece. Students must find the pieces
that make up a complete image and then discuss as a group how the
different areas of study relate to the image.
Students may
-Investigate and create a list of how some activities or professions
might require knowledge of motion. This could include:
Professional golfer
Professional truck driver
Coaches/trainers
Mechanical engineers
Pilots
Consolidation
Students may
-Create a concept map including science disciplines and
interdisciplinary studies related to a personal interest in motion
-Choose a personal motion-related activity (or choose from a list
provided) and identify the areas of study that contribute to the
understanding of this activity. Some useful links include:
Skateboard - Shark Wheels
https://www.youtube.com/watch?v=wGPMtMOuubY
The A-B-C’s of Snowboards http://www.abc-of-
snowboarding.com/snowboards/materials-and-construction.asp
NL’s Magine Snowboards http://maginesnowboards.com/tech/
Physics of Snowboarding http://www.real-world-physics-
problems.com/physics-of-snowboarding.html
Cross-Country Skiing - glide wax, grip wax, strategy
https://www.youtube.com/watch?v=fs7ixjQnNh4
Understanding Car Crashes- “It’s Basic Physics”
https://www.youtube.com/watch?v=yUpiV2I_IRI
The Science of Cycling: http://www.exploratorium.edu/cycling/
The Science of Curling:
http://www.cnn.com/2013/10/28/sport/science-friction-curling-
feature/
213-3
use instruments effectively
and accurately for collecting
data
214-10a
identify uncertainty in
measurement and express
results in a form that
acknowledges the degree of
uncertainty (e.g., identify
potential sources of error in
Students should be provided with a measurement task to complete using appropriate
measuring devices.
Students could be provided with various measuring devices that can be used to collect
motion data, such as meter stick, ticker tape timer, motion sensor, and stopwatch.
Students could circulate in groups performing various measurement tasks at different
activity stations around the room. After all groups have visited each station, students
could compare their results.
After dividing the class into small groups, students could be given meter sticks and
asked to measure different objects in the room. Ideally, measurements will be reported
with a different degree of precision. This will lead into a class discussion on the need to
have a universal way for all scientists to report their measurements. A discussion
regarding precision and accuracy should follow any data collection.
Activation
Teachers may
-Create a classroom discussion surrounding the size of different
physical objects and our ability to measure them.
-Show the following video to generate discussion:
http://htwins.net/scale2/
-Show images (or actual examples) of unfamiliar measuring devices
(e.g., ammeter, pipet, psychrometer, calipers, sphygmomanometer,
level, trundle wheel, laser) and ask students to determine what they
measures.
Students may
-Develop a list of tools used to measure distance and time.
Connection
collecting data on an
accelerating object)
Certainty in measurements is limited to the device being used. Students cannot report
numerical measurements with a higher degree of accuracy as is given by the device. For
example, a ruler that is divided into millimeters can provide higher precision than one
that is only divided into centimeters. Students should identify divisions on a measuring
device to measure the length of an object with accuracy. They should report all digits
they can read with certainty plus one estimated digit.
Students should identify the number of significant figures that exist in their
measurements, based on the measuring device being used. Operations with significant
figures could also be introduced at this time, in the context of the activities. Note that
students should only experience the use of significant figures rules with reference to
measurement in lab investigations and word problems. Students are not expected to
memorize rules for determining the number of significant figures that exist, rather
students would need to apply the rules to determine the number of significant figures in
a measurement. The rules for significant figures will be provided to students.
In science there is error in measurements and there is a way to account for this error
when performing calculations based on these measurements. When reporting their final
results students will apply the rules for addition/subtraction and multiplication/division
in lab investigations and word problems.
Teachers may
-Copy different rulers on transparency and have students use them to
take measurements with different levels of precision.
-Show a video describing uncertainty in measurement (ruler)
https://www.youtube.com/watch?v=gvAZwO-Gy1Q
Consolidation
Students may
-Use measuring devices with different divisions/levels of precision and
measure the length of an object. Students can determine its dimensions
then compare their values to those obtained by other students.
-Perform a reaction time activity using stopwatches and meter sticks.
Students must perform repeated measurements and report an averaged
result.
Extension
Students may
-Develop a motion lab using appropriate materials to determine the
speed of a moving object. Include the following sections: Purpose,
Materials, Procedure, Results, Analysis, and Conclusions.
212-7
formulate operational
definitions of major
variables
325-1
describe quantitatively the
relationship among motion
variables
Students should be presented with standard definitions of position, distance,
displacement, and time. Students should be able to distinguish between distance and
displacement, both qualitatively and quantitatively. Students would be able to
distinguish between distance and displacement, give an example of each and identify
examples from a list provided. In recognizing that some motion variables require a
direction, while others do not, students should be able to classify quantities as either
scalar or vector.
In a guided inquiry activity, students will be presented with various position-time
graphs. Students should determine the position at a particular time as well as the
distance and displacement for various time intervals. In addition, using a variety of
position-time graphs, students should develop operational definitions of speed and
velocity. A sample activity is shown below.
Time (s)1 2 3 4 5 6 7 8 9 10 11 12
Position (m)
1
2
3
4
5
6
Graph A
Time (s)1 2 3 4 5 6 7 8 9 10 11
Position (m)
1
2
3
4
5
6
7
Graph B
Time (s)1 2 3 4 5
Position (m)
20
40
60
80
100
120
Graph C
Time (s)1 2 3 4 5 6
Position (m)
- 60
- 40
- 20
20
40
60Graph D
Sample Inquiry Questions
1. In Graph A, how far does the object travel in 8.0 s?
Activation
Teachers may
-Divide the class in pairs. Give one person a simple diagram and the
other person a blank sheet of paper. Sitting back to back, one student
directs the other person on how to recreate the diagram.
Students may
-Give directions to a blindfolded partner on how to locate something in
the room.
Connection
Teachers may
-Use a number line to help illustrate and distinguish between distance
and displacement.
-Give a series of motion images and ask students to describe the motion
depicted.
-Display still shots at different times of a moving object and ask
students to distinguish similarities and differences in the object’s
motion
Students may
-Fill in the number on the number line and the reference direction
required to get to each new position on the number line when given a
starting position.
-Participate in a Round Robin Brainstorming session to give examples
of ways to communicate position, distance, displacement, time, speed
and velocity. In groups of 4-6, students share responses with one
another in a round robin style and one person records all responses.
Consolidation
Teachers may
-Use exit cards to assess understanding of motion variables.
-Develop sample position time graphs to distribute to individuals on
small cards. Using Think-Pair-Share, teachers may ask students to
identify the position, distance and displacement at various times or
2. In Graph B, what is the initial position?
3. What is the distance travelled from 2.0 s to 12.0 s for Graph A and B?
4. What is the total displacement in Graph B?
5. In Graph C, how far has the object travelled in 4.0 h?
6. What is the displacement of the object in Graph C?
7. In Graph D, find the distance and displacement from 1.0 h to 6.0 h.
8. In Graph D, what happens at 3.0 h?
9. How would you determine how fast each object moves?
10. How does the motion of the objects in Graphs A & C compare?
Students may respond with either qualitative or quantitative answers, where appropriate.
Students should relate the quantities of distance and time to develop the operational
definition for speed.
Students should relate the quantities of displacement and time to develop the
operational definition for velocity.
Students will not need to perform calculations to develop definitions for speed and
velocity. Students should focus on their prior knowledge of motion and reflect on unit
analysis. Calculations of speed and velocity will be addressed in outcome 325-2a.
Before introducing specific terminology to address knowledge outcome 325-1, students
may express direction in various formats (+/-, right/left, up/down, etc)
After completing the guided inquiry, students need to classify measurements using
appropriate terminology, units and notation. Students should now be able to
distinguish between position, distance, displacement, speed, and velocity.
time intervals and then pair with someone else to share their knowledge
and confirm what they understand.
Students may
-Create a story using motion terminology.
-Work in small groups and design an obstacle course with several
changes in direction. They can then have one student complete the
obstacle course and determine the distance and displacement of the
student though the obstacle course. Student groups can design and set
up the obstacle course in a gymnasium or outdoors.
213-4
estimate quantities (e.g.,
estimate the time required to
travel a certain distance
given an approximate
velocity)
325-2a
analyse mathematically the
relationship among
displacement, velocity, and
time
When studying the motion of everyday objects, estimation is a practical skill for
students to develop. Given two of distance, speed and time students should be able to
estimate the third. Students are expected to round given quantities in order to facilitate
estimation. Sample question:
The distance from Corner Brook to St. John’s is 689 km. If a car travels at an average
speed of 104 km/h, estimate how long it will take to travel the distance.
It is beneficial for students to be able to estimate motion variables in order to verify the
plausibility of results. Students should be encouraged to use this skill to assess their
results in labs as well as word problems
Note: SI units, scientific notation and conversions have NOT been addressed thus far in
science or mathematics curriculum. Supplemental materials may be found in the
Science Skills Appendix in the course textbook. Prior to performing calculations with
motion variables, students should be comfortable with these supplemental
concepts/skills.
After formulating operational definitions for distance, speed, displacement and velocity,
students are provided with the following equations for average speed and average
velocity:
average speed =total distance
total time and average velocity =
displacement
time
t
dvave and
t
dvave
It is important for students to recognize the symbols used in the above equation and
what they represent. Students need to be able to calculate speed, average speed, velocity
and average velocity for linear motion. Problems should include situations where the
linear motion does not change direction as well as situations where the linear motion
does change direction. Students should also understand the distinction between uniform
and non-uniform motion; these will be explored in 325-2b and 325-2c.
Students should understand the conceptual distinction between speed and average
speed, likewise between velocity and average velocity. The term ‘speed’ is typically
Activation
Teachers may
-Give students a list of animals (words or images) and ask students to
estimate the average speed of each. Based on these estimates, ask
students to rank the animals in terms of the time it would take the
animals to complete a 500 m race. Upon completion of the activity,
reveal the actual average speeds for each animal and comment on any
discrepancies in their results.
Students may
-Participate in a variety of Minute to Win It Challenges relating to
moving objects
Get forked -
https://www.youtube.com/watch?v=ZcKoyvgcTOw
https://www.youtube.com/watch?v=xiGOu0vL7_8
Connection
Teachers may
-Use a Roundtable discussion in groups of 4-6 and pose the following
question(s) of the group
How is a kilogram different from a pound?
What is the difference between centimeters, meters and
kilometers? Give an example of when you would use each unit.
Why is the mass of a person not reported in milligrams on your
liscence?
What are examples of units used to measure distance? Time?
Speed?
Consolidation
Teachers may
-Develop a series of word problems on index cards involving finding
the average speed or average velocity of a moving object. Write the
word problem on one side and the solution on the other. Ask students
to participate in a quiz-quiz-trade activity and private keep their score
used to refer to instantaneous speed, though the term ‘instantaneous’ is not formally
used at this point.
At this time, students need not be concerned with speeding up and slowing down.
Rather, students will need to be able to find distance or displacement prior to calculating
average speed or average velocity.
Given two (or means of finding two) of distance travelled, average speed and elapsed
time, students will be able to calculate the third.
Given two (or means of finding two) of displacement, average velocity and elapsed
time, students will be able to calculate the third.
Teachers should model and encourage the rearrangement of formulae in problem
solving.
If not already presented, students should apply the given rules for significant figures to
all calculations. From this point forward, students are expected to apply the rules for
addition/subtraction and multiplication/division in lab investigations and word
problems.
to determine understanding. Comment on the activity and
communication of individual scores may happen using an exit card.
Students may
-Use a map of Newfoundland to determine how long it would take to
get to a given town/location, given speed.
Extension
Students may
-Watch the video https://www.youtube.com/watch?v=NeIVKPjXFGE
that compares the speed and acceleration of a large car, sports car and
motor bike. Students can use the knowledge in the video to model how
to estimate the stopping distance of a moving object.
-Find the speed of planets by researching their orbital radius and the
time to complete a year.
215-2
select and use appropriate
numeric, symbolic,
graphical, and linguistic
modes of representation to
communicate ideas, plans,
and results
In groups, students will perform a guided inquiry lab investigation of uniform motion:
5-2B Slow Motion and Fast Motion. Prior to beginning this investigation, it may be
helpful for students to complete 5-1B (Determining Distance, Displacement, and Time
Interval) and 5-1C (Graphing Motion Data).
Using appropriate instruments (for example, ticker-tape, motion sensor, slow motion
video), students should measure position and time data and display it in a table. The
data table should be labeled appropriately with a title, headings and units.
Using the collected lab data, students should plot a position versus time graph. Graphs
should include:
● A title
● An appropriate scale of numbers along the axes
● Labels on the axes
● Correct units based on the data gathered
● A line of best fit
Students should also use their graphical representation to communicate results using
extrapolation and interpolation.
In order to communicate results, students must calculate the slope of their line of best fit
and relate it’s meaning to the lab investigation. Students may use unit analysis to
connect slope with average velocity. To continue to develop outcome 214-10a,
significant figures and rules should be applied when gathering data and reporting
results.
Activation
Teachers may
-Show a short clip from a movie or video of a moving object. Using an
estimated scale in the frame of the object, the teacher may collect a few
pieces of position data of the object for various times in the frame.
Using this data the teacher can model appropriate construction of a data
table and a graph.
Students may
-Perform a race of remote control cars to determine a winner.
Connection
Students may
-Look at data plotted using different techniques (for example, scatter
plot, histogram, box plot, pie chart) and choose the best representation
to communicate results.
Consolidation
Teachers may
-Provide a set of position and time measurements for a moving object
and ask students to determine the average velocity using a graph.
Students may
-Perform a guided inquiry lab investigation of uniform motion to
communicate data obtaining from a moving object.
Extension
Students may
-Construct a velocity time graph using their lab data and determine the
area under a graph, comparing it to the given displacement of the
object.
-Construct velocity time graphs from given position time graphs.
Students may then calculate the areas under their velocity time graphs
and relate it to the distance and displacement from the original position
versus time graphs.
214-10b
identify and explain sources
of error in measurement
● Classify errors as
systematic or
random
Students will identify and explain sources of error related to lab investigations. Students
must recognize that error is an inherent part of measurement. The goal of scientific
measurement is to have precise and accurate results. In order to identify sources of
error related to experiments, students should understand the difference between
accuracy and precision as they relate to classifying errors as either systematic or
random.
During lab investigations, students should identify potential sources of error in
collecting data and classify these errors as either systematic or random. Students need
to develop a working knowledge of systematic and random error, However, defining
these terms is not an expectation for the purpose of assessment.
Activation
Students may
-View an episode of Myth Busters and identify how the experiment
was controlled.
Connection
Teachers may
-Ask what are some factors that may affect the accuracy of results in an
experiment?
Students may
-Brainstorm how to minimize errors in gathering lab data.
-Participate in a cooperative jig saw about precision, accuracy,
systematic error and random error
-Suggest ways to improve data collection methods and reduce error in
measurement. Students may present in the form of a video, short skit,
or demonstration.
Consolidation
Students may
-List the systematic and random sources of error that would be
considered in a motion cart experiment.
-Watch a video on a motion experiment and write a journal entry or
create a foldable identifying, classifying and explaining the sources of
error
Extension
Students may
-Conduct an experiment using tools with varying degrees of precision
and compare the error between the two experiments.
-Research ways to report the percentage error in an experiment and
apply their research to lab data gathered throughout the unit.
325-2b
analyse graphically the
relationship among
displacement, velocity, and
time for uniform motion
Students should be able to perform slope calculations from linear position versus time
graphs to determine the average velocity of an object. The position versus time graphs
should show a variety of starting points and directions of motions but only depict linear
motion at this time. Multiple linear segments may be displayed on a single position
versus time graph.
Students should be able to perform area calculations for velocity versus time graphs of
uniform motion in order to determine the resulting displacement of an object. The
velocity versus time graphs should show a variety of directions of motions but only
depict uniform motion at this time. Multiple horizontal segments may be displayed on a
single velocity versus time graph.
Students are not expected to create a velocity versus time graph given a position versus
time graph or vice versa. The conversion of graphs should be limited to lab
investigations.
Graphical representations should focus on position versus time and velocity versus time
graphs only. Students should note that both distance and displacement can be
determined from position versus time graphs.
To continue the development of outcome 215-2 students should display their graphs
with the appropriate labels, scales, titles and units.
When given a graph of position versus time or velocity versus time for an object
undergoing uniform motion students should be able to describe the motion depicted in
the graph. Descriptions may include:
● Initial position
● Initial velocity
● Final velocity
● Time
● Average velocity
● Displacement
● Distance
● Speed
Students should also be able to describe the motion qualitatively (e.g. moving with a
constant speed to the right).
Activation
Teachers may
-Show the video https://www.youtube.com/watch?v=lWzqfiWRE9Q of
Women’s 1500 m race from London 2012 and discuss
Connection
Teachers may
-Demonstrate position versus time graphs and velocity versus time
graphs for uniform motion using the “Moving Man” online interactive
simulation at https://phet.colorado.edu/en/simulation/moving-man
Students may
-Create a qualitative description of uniform motion and with a partner
create the position versus time and velocity versus time graphs of this
motion using the “Moving Man” online interactive simulation at
https://phet.colorado.edu/en/simulation/moving-man
Consolidation
Teachers may
-Create a set of position versus time graphs and a corresponding
matching set of velocity versus time graphs on index cards. Give all
graphs to students and ask them to find the graph that matches theirs.
Students may
-Use data to construct a displacement-time graph for an object’s motion
and determine the average velocity of the object from the graph. The
following is data for runner in above video (Women’s 1500 m race).
total
time (s)
0 56 127 192 250
distance (m) 0 300 700 1100 1500
-Play graph charades in groups or as a class. One student is given a
qualitative description of a motion and the remaining students, either
individually or in small groups, have to create the corresponding
position versus time graph.
Extension
Students may
-Construct a velocity versus time graph from a given displacement
versus time graph or vice versa.
-Create a set of playing cards for a matching graph game. They could
create position versus time graphs and their descriptions, velocity
versus time and their descriptions, position versus time and velocity
versus time graphs that match, or a combination of three matches in a
set. Since this is an extension, motion may be uniform or non-uniform.
325-3
distinguish between
instantaneous and average
velocity
212-9
develop appropriate
sampling procedures
214-5
Interpret patterns and trends
in data, and infer or
calculate linear and
nonlinear relationships
among variables.
Students should recognize that instantaneous velocity represents velocity at a particular
time in an object’s motion while average velocity represents motion over a certain time
period.
Prior to the lab investigation, students could be given position-time graphs of non-
uniform motion in order to learn and practice the tangent-line method for determining
instantaneous velocity.
In small groups, students will perform a guided inquiry lab investigation of non-uniform
motion. In order to construct an understanding of non-uniform motion students will
experience acceleration through lab data rather than through direct instruction.
Before the lab begins, students will predict the shape of the position versus time graph
for an object rolling down an incline. Further development of prediction skills will be
addressed in outcome 212-4.
Using appropriate instruments (for example, ticker-tape, motion sensor, slow motion
video), students will measure position and time data for an object rolling down an
incline. In order to facilitate the development of sampling procedures, students will
choose the appropriate position and time intervals for data collection. This portion of
the investigation will be open inquiry since students have prior experience using
instruments appropriately and effectively from outcome 213-3.
Upon collecting the data, student will plot a position-time graph and draw a curve of
best fit. If not done prior to the lab, students should now be provided with an example
of how to construct a tangent line and calculate its slope. Using their position versus
time graph from the lab students must draw tangent lines at selected positions or times
on the graph. Students must individually select the location and number of tangent lines
and calculate the slopes of these tangent lines (representing instantaneous velocity).
Using the instantaneous velocity and time data individually selected from the lab,
students will construct a data table and a velocity versus time graph. From this scatter
plot, students could create a line of best fit and calculate its slope. It is not intended for
students to calculate acceleration using graphs or word problems at this time.
Acceleration will be explored in further detail in outcome 325-4. The concept of
Activation
Students may
-Participate in a Minute to Win It Challenge such as Defying Gravity:
https://www.youtube.com/watch?v=hIP6wxJyKIc. Students would
then be asked to comment on the velocity of the balloon at various
points along its path in terms of techniques needed to be successful to
win the challenge.
Connection
Teachers may
-Present a series of graphs and ask students to identify patterns that
indicate uniform and non-uniform motion.
-Compare the speed on a vehicle speedometer at different points during
a trip to the calculated average speed over the entire trip
-Present students with a position versus time curve for an object
undergoing non-uniform motion and demonstrate the tangent-line
technique for finding instantaneous velocity.
Students may
-Participate in a placemat activity using the words average velocity and
instantaneous velocity
-Create a concept map including the types of motion studied. This can
include motion at the centre with various branches. Suggestions for
topics to include in the concept map include: Vector quantities, Scalar
quantities, Uniform Motion, Non-Uniform Motion, Types of
Velocities, Position versus Time Graphs, Velocity Versus Time and
Graphs.
-Watch the following cycling video and create a data table of position
and time: https://www.youtube.com/watch?v=lNpfLyzXRdE. After
creating a data chart the can create the corresponding position versus
time graph to answer the following questions:
What was team Great Britain’s average speed?
Is the graph a straight line? Explain.
Consolidation
acceleration could be introduced to students by referencing the lab data obtained in this
investigation.
Students may
-Participate in a sorting activity whereby various velocities (or speeds)
are classified as instantaneous or average. Students may have to
classify the following motions for example: a plane on autopilot at 255
m/s [S], the speed of a triathlete for an entire race is 10.0 km/h, a
highway radar records the speed of a car at 65 km/h, a car is set to
cruise control at 110.0 km/h driving east, a captain reads that his boat is
travelling 2 knots, and a jogger runs 2.0 m/s for 1.0 h. Sorting
activities may include
interactive whiteboard applications,
giving all students an example and they have to toss the
crumpled paper balls in the correct container indicating
instantaneous or average
give groups of 4-6 a set of index cards with examples of various
velocities and ask them to sort within small groups
-Participate in a guided inquiry lab investigating non-uniform motion.
Students will collect position and time data for an accelerating object,
create a position versus time graph of this motion and then select
appropriate position and time intervals to collect velocity data using the
tangent technique. Upon collecting velocity and time data, students
will create a velocity versus time graph and calculate its slope.
Extension
Students may
-Participate in an open inquiry lab investigation of non-uniform motion.
325-2c
analyse graphically the
relationship among
displacement, velocity, and
time for non-uniform
motion
When given a graph of position versus time or velocity versus time for an object
undergoing non-uniform motion students should be able to describe the motion depicted
in the graph. Descriptions may include:
● Initial position
● Initial velocity
● Final velocity
● Time
● Average velocity
● Instantaneous velocity
● Displacement
● Distance
● Speed
Students should be able to perform slope calculations from tangent lines drawn on
position versus time graphs to determine the instantaneous velocity of an object.
Students should be able to perform area calculations from velocity versus time graphs to
determine the resulting displacement of an object undergoing non-uniform motion. The
velocity versus time graphs should show a variety of directions of motions and multiple
segments may be displayed on a single velocity versus time graph.
The position versus time graphs should show a variety of starting points and directions
of motion. They will be able to describe the motion in a curved position-time graph with
increasing slope (speeding up), and curved position-time graph with decreasing slopes
(slowing down). Students should only look at uniform acceleration.
Students should be exposed to the following graphs:
i. position-time graphs showing an object stopped
ii. position-time graph showing a constant speed to the right or left
iii. position-time graph showing object speeding up, moving to the right or to the left
iv. position-time graph showing object slowing down, moving to the right or to the
left
v. velocity-time graph showing a constant velocity to the right or left
vi. velocity-time graph showing object speeding up to the right or left
vii. velocity-time graph showing object slowing down to the right or left
Activation Students may
-Create a motion comic strip illustrating uniform and non-uniform
motion
Connection
Teachers may
-Demonstrate displacement- time graph and velocity time graphs for
non-uniform motion using the “Moving Man” online interactive
simulation at https://phet.colorado.edu/en/simulation/moving-man
Students may
- Create a displacement-time or velocity-time graph that matches a
given graph using the Vernier motion sensor and LoggerPro software.
Given a certain graph, students can move in front of the motion sensor
in a manner that generates a graph that is exactly like the one they are
given on the computer screen.
- Create displacement-time or velocity-time graphs using the Vernier
“Video Physics” App for ipad/iphone/ipod.
Consolidation
Teachers may
-Create a set of position versus time graphs and a corresponding
matching set of velocity versus time graphs on index cards. Give all
graphs to students and ask them to find the graph that matches theirs.
Students may
-Create a sketch of the corresponding position-time and velocity-time
graphs for a given description of motion. For example: Betty walks 60
m [N] to the corner store in 60s. She stays at the store for 60s. She runs
60m [S] back to her house in 20s.
-Work in pairs to try and duplicate motion that is shown in a given
position-time graph. Students can mark off a 6-8 m straight path with
colored tape and make a mark at equal intervals (i.e 0 m, 4m, and 8m).
Given a position-time graph with 3-4 different segments, students can
decide what type of motion is happening in each segment and walk
along the tape to duplicate the motion while their partner times the
walk. Students can then switch roles.
-Play graph charades in groups or as a class. One student is given a
qualitative description of a motion and the remaining students, either
individually or in small groups, have to create the corresponding
position versus time graph.
Extension
Students may
-Create a lesson to illustrate the graphical relationship among
displacement, velocity and acceleration for both uniform and non-
uniform motion
212-4
state a prediction and a
hypothesis based on
available evidence and
background information
325-4
describe quantitatively the
relationship among velocity,
time, and acceleration
Prediction is a practical skill in science that helps assess prior knowledge and apply it to
an unknown situation in order to construct understanding. Given the description of
motion for an object (uniform or non-uniform), students should be able to predict the
position versus time or velocity versus time graph depicting this motion. Students
should also be given graphs of motion and be able to describe qualitatively the motion
depicted.
Students should identify acceleration as the rate of change of velocity, which can be
expressed mathematically as
t
va
or
t
vva 12
Given three of acceleration, final velocity, initial velocity and time, students should be
able to calculate the fourth.
Students should apply the given rules for significant figures to all calculations.
Activation
Teachers may
-Perform a demonstration of a moving object, such a nerf gun shot at an
angle above the horizontal and ask students to describe the motion and
then predict the position versus time graph for the nerf dart.
Connection
Teachers may
-Use the following video analysis of a CO2 dragster
https://www.youtube.com/watch?v=ynIA7lgwRHw
Logger Pro software is used to analyze the acceleration. The slope of
the best fit line is determined.
-Create a stations activity whereby various word problems are written
on chart paper throughout the room. The solution to each word problem
should involve the mathematical formula for acceleration. In groups of
3-4 students must circulate throughout the room and visit each station
to try to complete the question as a team. Alternatively, students may
start at one station and be given a time limit, say 1 min. They read the
question and being working on the solution. After the time limit is up,
they must move to the next station to see a new word problem, already
started by the last group. In this activity, all students get to see all word
problems and can evaluate the work of classmates. As a group they
work through the solutions but do not infact complete any one question
in its entirety. At the end of this stations activity, the teacher may
assign the questions for homework or recap the solutions as a class.
Students may
-Participate in a Think-Pair-Share activity whereby the teacher presents
a description of the motion of an object and students have to predict the
position versus time or velocity versus time graph depicting the motion.
Consolidation
Teachers may
-Use exit cards to ask students
a quantitative question about acceleration
to sketch a position versus time graph or a velocity versus time
graph
to describe the motion depicted in a position versus time graph
or velocity versus time graph.
Students may
-Create a motion journal and display the position versus time graph
and/or velocity versus time graph that match the description presented
in the journal. Students may share their stories with partners or with
the class
-Plot a set of given velocity versus time data and determine the slope of
their best fit line to find the acceleration.
Extension
Students may
-Create a set of unique word problems and solutions for objects
displaying non-uniform motion. The solutions to the word problems
should include the mathematical definition of acceleration as well as
graphical representations.
-Derive the equation for acceleration.
214-7
compare theoretical and
empirical values and
account for discrepancies
Comparing theoretical and empirical values is an important skill to reflect on and
validate the effectiveness of the processes employed and the accuracy of the results
obtained. In small groups, students will perform a guided inquiry lab investigation to
find the acceleration due to gravity and compare their results to the theoretical value.
Using appropriate instruments (for example, ticker-tape, motion sensor, slow motion
video), students will measure position and time data for an object dropped from rest.
Students will choose the appropriate position and time intervals for data collection and
plot a position time graph of the object in free fall. After drawing a curve of best fit,
students must draw tangent lines at selected positions or times on the graph and
calculate the slopes of these tangent lines.
Using the instantaneous velocity and time data obtained, students will construct a data
table and a velocity versus time graph with a line of best fit. The slope of their line of
best fit is then compared to the theoretical value for the acceleration due to gravity using
the following equation:
Percent Discrepancy = theoretical - empirical
empirical´100%
The above equation should only be used by students with reference to lab data.
Students must reflect on the processes used in the lab to account for discrepancies in
their result and explain the difference using the skills developed in outcome 214-10.
Activation
Teachers may
-Show the following video and discuss:
https://www.youtube.com/watch?v=E43-CfukEgs
Students may
-Create a comic strip about gravity
Connection
Teachers may
-Demonstrate the correct use of the percent discrepancy formula and
assign practice problems for students.
Consolidation
Students may
-Perform a guided inquiry lab investigation to find the acceleration due
to gravity and compare their results to the theoretical value.
Extension
Students may
-Develop an open inquiry lab with dynamics cart on incline plane to
compare experimental results with the accepted value for gravity given
a = gsin for an inclined plane. Students should research the
acceleration of an object down an incline prior to beginning this
activity.
-Conduct a “Metre Stick Reaction Time” activity in groups (measure
the distance the ruler falls, and measure the amount of time it takes to
stop. Use a =2d/t2, to solve for a= 9.8m/s2) Compare experimental and
theoretical answers as percent discrepancy.
-Use this video of an instructor using video analysis of a falling
flashlight to develop a position versus time graph for acceleration.
https://www.youtube.com/watch?v=aUqGcvGiSHk. Using this data,
students may find instantaneous velocity from tangents drawn at
various intervals along the position time graph. Finally, students may
construct a velocity versus time graph to find the acceleration due to
gravity and compare it with theoretical results.
116-7
analyse technological
systems to interpret and
explain their structure and
dynamics
Students will explore the connection between technological systems and motion.
Students will choose a motion-related technology and explain its internal structure and
the dynamics involved in creating motion. Students will emphasize the key components
of that system and their functions as well as explain how it generates motion. Students
must also interpret and explain the forces involved in generating motion. Objects
should be complex and contain multiple systems that will allow students to identify the
specific system that causes motion. Examples of objects may include:
● Cars
● Motorcycles
● Boats
● Rockets
● ATV’s
● Bicycle
Activation
Teachers may
-Take apart a ball point pen (or other mechanical object) and analyze
the systems involved in terms of their function.
Connection
Teachers may
-Show a video of a rocket launch and discuss the dynamics involved in
generating the launch. Teachers may also ask students to brainstorm
other systems in a rocket and analyze their functions.
-Bring a bicycle to class, ask students to identify the parts of the
bicycle, talk about the functions of these parts and explain how a
bicycle generates motion.
Students may
-Play Head Bandz. Give students an object that is used to move people
that can be affixed to their forehead or back. They must circulate
throughout the room and ask ‘yes’ or ‘no’ questions about the structure
of the object in order to determine what it is.
Consolidation
Students may
-Choose a motion-related technology and explain its structure and the
dynamics involved in creating motion. They may present their findings
in the form of a research paper, power point, poster board, song, video,
website, facebook page, cookbook, or any form approved by their
teacher.
Extension
Students may
-Propose a new motion technology for the future and describe a new or
different structure that it contains
-Create a miniature motion technology and explain the structures used
and the dynamics involved.
-Suggest improvements to a current motion technology and suppose the
proposed improvements research.
117-10
describe examples of
Canadian contributions to
science and technology
Students will participate in a research inquiry in collaborative groups to describe
examples of Canadian contributions to motion-related science and technologies. After
researching Canadian contributions students will communicate their findings to their
peers. Contributions may include specific companies, individuals, or innovations.
Examples may include:
● Uno motorcycle
● Confederation bridge
● Elsie MacGill
● Wallace Turnbull
● Bombardier
● Canadian Space Agency
● Canadarm
● Bluenose
● National Railway
● Silver Dart
● Bushplanes
Activation
Teachers may
-Show a video of a modern motion technology or invention, for
instance https://www.youtube.com/watch?v=w2itwFJCgFQ or
https://www.youtube.com/watch?v=Fg_JcKSHUtQ
Connection
Teachers may
-Show images of Canadian contributions to motion-related science and
technologies to initiate discussion and determine prior knowledge.
Consolidation
Students may
-Participate in a Cooperative Jigsaw in order to describe examples of
Canadian contributions to motion-related science and technologies. In
groups of 4-6 students are given numbers in their home group and then
leave their home group to join their respective expert groups to learn
about a particular Canadian contribution to a motion-related science or
technology. After learning about their Canadian contribution, students
return to their home group to present their findings.
Bombardier:
https://www.youtube.com/watch?v=660K4TlZnGU,
https://www.youtube.com/watch?v=2nTnBv8msEw
Canadarm: https://www.youtube.com/watch?v=lCTTdi99iQI
Alexander Graham Bell - Silver Dart:
http://www.thecanadianencyclopedia.ca/en/article/silver-dart-
dawn-of-flight-in-canada-feature/
3
0
.
0
115-4
describe the historical
development of technology
114-3
evaluate the role of
continued testing in the
development and
improvement of
technologies
118-3
evaluate the design of a
technology and the way it
functions on the basis of
identified criteria such as
safety, cost, availability, and
impact on everyday life and
the environment
Technology is developed through an engineering design process to meet an identified
need or solve a practical problem. Students must recognize that identifying solutions to
these problems integrates many different disciplines and requires continued testing.
From the motion-related technology list at the beginning of this unit, students must
choose one example, describe the historical development of the technology and evaluate
the role of testing in the development and improvement of this technology. For instance,
throughout the design process several prototypes may have been used in order to
develop the technology. Once the technology was developed, testing would play an
integral role in improving the design based on various criteria. Students may evaluate
the role of testing using the following criteria:
● Safety
● Reliability
● Environmental impact
● Performance
For instance, explain how automobile safety design is improved through continued
testing or explain how the design of competitive swimwear has changed to improve
performance.
The goal of science education is to create scientifically literate students. Students
should be able to read information regarding a motion technology and evaluate its
impact on society in order to make informed decisions.
Activation
Teachers may
-Show a clip from a movie that uses motion to solve a problem such
as the Italian Job, Fast & Furious or Speed.
Connection
Teachers may
-Generate a discussion surrounding the history of safety: Consider the
examples of 1.chariots and 2. bicycles.
1. It has been suggested that King Tutankhamun of Egypt may
have died from injuries sustained by chariot crash. Whether this
chariot was used for racing or battle, it is estimated thought to
have reached speeds of 25 miles per hour (40 km/h). With such
an emphasis on speed, should safety have been more of a
concern? http://news.discovery.com/history/ancient-egypt/king-
tut-chariot.htm Is king Tut’s death similar to that of Formula 1
driver Ayrton Senna?
2. The invention of “Penney Farthing” bicycles in the 1860’s
created a social phenomenon. People loved propelling
themselves down streets and paths on their metal machines.
http://www.mortaljourney.com/2011/03/all-trends/penny-
farthing-bicycle-and-the-history-of-the-bicycle
Students may
-Analyze the historical improvements to athletic footwear.
-Consider what traits are needed to create the world’s most efficient car
http://news.discovery.com/autos/fuel-and-alternative-fuel-
technologies/cigar-shaped-car-most-fuel-efficient-130305.htm
-Discuss if flying cars are safe and suggest what design elements are
needed to make flying cars more safe:
http://www.discovery.ca/Blogs/Discovery/October-2014/Watch-The-
first-flying-car-hits-the-streets-and-sk
Consolidation
Students may
-Evaluate the design of bicycles using the following points
Safety: Are today’s bicycles safer?
http://www.britishpathe.com/video/the-penny-farthing-bike
https://www.youtube.com/watch?v=BuPJoA9gIro
Environmental Impact:
http://calfeedesign.com/products/bamboo/
https://www.youtube.com/watch?v=ufnKIsuf9-Y
Cost
Availability
Students may present their findings using a research paper, power
point, poster board, song, video, website, facebook page, cookbook, or
any form approved by their teacher.
-Obtain pamphlets from car dealerships to choose a car based on cost,
environment, availability, reliability, safety, impact on everyday life.
Students may present their choice of car and justify their choice based
on the aforementioned criteria.
Extension
Students may
-Participate in a challenge whereby they have to design various models
using limited materials to carry paperclips across a table.