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.