Constant VelocitySuzanne Louks

This project came about from a curriculum/test analysis workshop where we looked at the Algebra practice test scores and decided where we needed improvement.

The intent was to incorporate as many of the Algebra frameworks into my curriculum as possible and improve on my kinematics lessons.

Project

Graphing motion using both the Algebra and Physical Science frameworks.

Focal Points

Skills covered include: determining constant motion from a graph, creating a graphing, Creating a slope-intercept equation from

graph or given information, independent and dependent variablesComparison of speed vs. velocityUnderstanding slope and y-intercept

Teachers Notes:

LF.3.AI.4 - Identify independent variables and dependent variables in various representational modes: words, symbols, and/or graphs

LF.3.AI.5 - Interpret the rate of change/slope and intercepts within the context of everyday life (Ex. telephone charges based on

base rate (y-intercept) plus rate per minute (slope)) LF.3.AI.6 - Calculate the slope given • two points • the graph of a line •

the equation of a line   LF.3.AI.7 - Determine by using slope whether a pair of lines are parallel,

perpendicular, or neither LF.3.AI.8 - *Write an equation in slope-intercept, point-slope, and

standard forms given • two points • a point and y-intercept • y-intercept and x-intercept • a

point and slope • a table of data • The graph of a line LF.3.Al.9 - Describe the effects of parameter changes, slope and /or y-

intercept, on graphs of linear functions and vice versa. NLF.4.AI.5 - Communicate real world problems graphically, algebraically,

numerically and verbally

Algebra Frameworks covered

P.6.PS.2- Explain how motion is relative to a reference point

P.6.PS.3 - Compare and contrast among speed, velocity and acceleration

P.6.PS.4 - Solve problems using the formulas for speed and acceleration:

P.6.PS.5 - Interpret graphs related to motion:

distance versus time (d-t)

Physical Science Frameworks:

I did this activity on the second day of covering motion.

Background required – The students need to have covered one dimensional motion and graphing.They need to cover slopes and slope-intercept.

Time Frame

The teacher needs to make sure the students have the background to be successful.

The teacher will make sure all appropriate supplies are available.◦ Constant motion vehicle◦ Meter sticks◦ TimersThe Teacher should divide the class into groups and assign jobs or

have students choose jobs.timermeasurerMarkerrecorder

The Teacher should go over the lab with the class before performing it making sure students understand what is expected of them and answer any questions they may have.

Teacher notes:

The students are expected to have finished the pre – lab as homework.

They should ask any questions they have after the teacher describes the lab.

The students are expected to perform the lab as expeditiously as possible.

The students outcomes should include an increased understanding of graphing and slopes.

Teacher Notes continued

The students will measure the distance a constant velocity car goes in given intervals for a total of 30 seconds.

One student will call time One student will mark cars position at time

intervals One student will measure distance between

marks One student will record the data

Activity

Students will then return to their groups and graph the data, analyze the data(determine speed from the slope) and draw their conclusions.

They will then answer the post lab questions.

The next day the class will review the lab, lab questions, and Homework.

Activity continued

The student really enjoyed the lab. We went outside under the pavilion.

You have to watch the boys because they want to get a little rough with the cars.

When they graphed the information and determined the speed of the vehicle it helped them understand the meaning of the slope.

The Algebra teacher told me a couple of weeks later that her kids told her about our experiment and that they understood the slope.

Summary

Description 1 pointNo workor below average work

2 pointsWork done but below averageSome incorrect

3 points Work doneAverageAlmost all correct

4 pointsWork done All correctAbove average

5 pointsWork doneAll correctSuperior

Performed lab; stayed on task; worked well with group members; good dataGraph completed neatly including title, labels and scalingPre lab completed correctly; neatlyPost lab completed correctly ; neatlyAnalysis and conclusion completed correctly including any possible reasons for error.

Rubric

This lab worked out really well. I added the pre-lab after we did the lab to

help ensure students have some background knowledge.

Their understanding of slope and graphing were increased according to their Algebra teacher.

Reflection