Science Grade 06 Unit 07 Exemplar Lesson 01: Motion and Speed

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1 Unit: 07 Lesson: 01 Suggested Duration: 8 days Grade 06 Unit 07 Exemplar Lesson 01: Motion and Speed This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students will investigate motion through a variety of activities in order to identify changes in position and direction and the speed of an object. Students will also graph changes in motion. Specifically in this lesson, students will graph distance vs. time and speed vs. time. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Scientific Process TEKS 6.8 Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: 6.8A Compare and contrast potential and kinetic energy. Supporting Standard 6.8B Identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces. 6.8C Calculate average speed using distance and time measurements. Supporting Standard 6.8D Measure and graph changes in motion. Supporting Standard 6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: 6.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards. 6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. 6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. 6.2D Construct tables and graphs, using repeated trials and means, to organize data and identify patterns. 6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. GETTING READY FOR INSTRUCTION Performance Indicators Last Updated 05/08/13 page 1 of 47

2 Grade 06 Unit 07 PI 01 Create a plotted graph from data, and analyze distance vs. time. Describe what is happening at certain points along the graph, including potential and kinetic energy. Calculate average speed for the given data. Standard(s): 6.2D, 6.8A, 6.8B, 6.8C, 6.8D ELPS ELPS.c.1E, ELPS.c.5B Key Understandings Energy can be categorized as potential or kinetic. What are some examples of potential energy? What are examples of kinetic energy? Unbalanced forces cause changes in an object s position, speed, and direction. What is position? What is direction? What is speed? How do unbalanced forces affect the motion of an object? The speed of an object can be calculated, and changes in motion of the object can be measured and graphically represented. How is motion described? How is the motion of an object related to a graphed line? How would the graph change if the motion changed? What information does the slope of a line indicate on a distance verses time graph? Vocabulary of Instruction Unit: 07 Lesson: 01 Suggested Duration: 8 days speed velocity unbalanced force kinetic energy potential energy direction displacement position line graph constant speed relative motion Materials balls (different sizes, amount varies, 5 6 per group) calculators (1 per student) colored pencils (per group) dry erase markers (1 per pair) envelope (to contain the index cards, 1 per student) glue or tape (per group) index cards (4 x6, 3 cards per student) metric ruler (1 per student) plywood or other ramp material (amount varies, per group) racing spool (previously created in Unit 06, 1 per teacher) stacking materials (to raise ramp, such as books, bricks, etc., amount varies, per group) timing devices (stopwatches, 1 per station or 6 total) toy car (1 per teacher) toy cars (amount varies, per group) wind-up toys (amount varies, per group) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Direction, Displacement, & Distance (1 per student) Teacher Resource: Direction, Displacement, & Distance KEY Handout: Distance and Time Lab (1 per student) Teacher Resource: Distance and Time Lab KEY Handout: Speed, Acceleration, and Velocity (1 per student) Teacher Resource: Speed, Acceleration, and Velocity KEY Teacher Resource: Speed, Acceleration and Velocity Graphs Handout: Motion Note Questions (1 per student) Teacher Resource: Motion Note Questions KEY Last Updated 05/08/13 page 2 of 47

3 Teacher Resource: PowerPoint: Motion Unit: 07 Lesson: 01 Suggested Duration: 8 days Teacher Resource: Graph Response Cards (see Advance Preparation, class set for pairs) Handout: Motion Using Position vs. Time Graphs Interpretation (1 per student) Handout: Motion UsingTeacher Resource: Motion Using Position vs. Time Graphs Interpretation KEY Handout: Motion and Forces Evaluation (1 per student) Teacher Resource: Motion and Forces Evaluation KEY Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Resources None Identified Advance Preparation 1. Prior to Day 1, obtain the racing spool that was used in Unit 06 for the Engagement Activity. 2. Prior to Day 2: Locate a suitable area to mark the track for the Distance and Time Lab. Mark off a 30 meter track in preparation for the activity. Mark along the track at the 5, 10, 15, 20, 25, and 30 meter positions. Perform a web search to locate a Map of Hurricane Isaac. You may find it helpful to include weather.com in your search. 3. Prior to Day 4, Perform a web search for a district approved video clip that demonstrates the concept terms of speed, velocity and acceleration. You may find it helpful to include NFL football and kinematics in your search. 4. Prior to Day 5, print, copy, and laminate a class set of the Teacher Resource: Graph Response Cards. You will need one card per pair of students. 5. Prepare attachment(s) as necessary. Background Information This lesson addresses kinetic and potential energy and the effects of unbalanced forces upon the motion of objects. Prior to this unit, in Grade 5, students were asked to design an experiment to test the effect of forces on an object. During, students previously studied conservation of energy. During this unit, students build on previous knowledge of conservation of energy as it relates to motion. Students compare kinetic and potential energy; investigate the effects of unbalanced forces on an object s position, direction, and speed; calculate average speed; and measure and graph changes in motion. Students should understand the relationship between an object s motion and a graphed line. STAAR Notes: This is an important foundational piece for the understanding of force and motion. is the first time students are introduced to kinetic and potential energy and (6.8A), and these concepts are not revisited before tested as a Supporting Standard in Grade 8. Although 6.8B is not identified as a Supporting Standard, it is the first time that students are introduced to the concept of unbalanced forces. This builds content for Readiness Standard 8.6A that will be tested on STAAR Grade 8. Calculating average speed (6.8C) and measuring and graphing changes in motion (6.8D) are identified as Supporting Standards and are not directly taught again before testing in Grade 8. Supporting Standards 6.8A, 6.8C, and 6.8D will be tested and Readiness Standard 8.6A will be tested on STAAR Grade 8 under Reporting Category 2: Force, Motion, and Energy. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Racing Spool 1. Say: In this unit, we will be focusing on the interactions of matter and energy. One of the wonderful things about science is that one object or system can be looked at through many different lenses or from different perspectives. In the last unit, we looked at a system called a racing spool in terms of energy transformations. 2. Roll a racing spool (see Advance Preparation) across the floor. 3. Ask: What were the energy transformations that occurred within this system? (Accept all reasonable answers based on student experience in Unit 06.) What is potential energy? Stored energy What is kinetic energy? Energy in motion 4. Using the example of the racing spool, ask students to identify the potential energy and kinetic energy in the system. (We used kinetic energy to wind up the rubber Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Materials: racing spool (previously created in Unit 06, 1 per teacher) Instructional Note: Although students have yet to work with the concept of speed, they have enough life experience with the term to use it in describing motion. STAAR Notes: is the first time students are introduced to potential and kinetic energy. This concept is not revisited before the STAAR test in Grade 8. Last Updated 05/08/13 page 3 of 47

4 band inside the can. Once the rubber band was wound up, the system had potential energy. Then, when the rubber band unwound, kinetic energy was evident.) 5. Ask: What are other examples of potential energy? The stored energy of position is referred to as potential energy. Answers may vary, but may include: a drawn bow (in a bow and arrow) is able to store energy, an apple on a tree before it falls, a spring (like a Slinky ) that has been pulled, a roller coaster at the very top of a hill, etc.) Notebooks: Unit: 07 Lesson: 01 Suggested Duration: 8 days Students describe where potential energy and kinetic energy are found in the system in their science notebooks. What are other examples of kinetic energy? Answers may vary, but may include: when you release the arrow on the drawn bow, the arrow has kinetic energy the apple falling, and when you release the Slinky, the coils have kinetic energy. 6. Say: In this unit, we will look at objects in terms of motion. 7. Ask: How would you describe the motion of the racing spool? When the racing spool was first released, it rolled fast. As it rolled, it seemed to slow down until it came to a complete stop. 8. Instruct students to describe where the potential and kinetic energy can be found in the system and add it to their science notebooks. It may be helpful for students to include a drawing. EXPLORE/EXPLAIN Direction, Displacement, and Distance 1. Place a toy car on the floor or desk so that all of the students may observe the object. Ask students to close their eyes, and then move the object. Ask students to open their eyes. Ask/Say: What happened to the toy car? It moved. What evidence do you have that it moved? Answers may vary. The students should be able to come to the conclusion that the object has changed its location by using some point of reference. The position of the car has been displaced. How can you tell it changed its location by using a point of reference? You can measure the change in distance from the two objects. When you are riding in a car at night, have you ever noticed how the Moon looks like it is moving really fast, but when the car is not moving the Moon doesn t look like it is moving very fast? Why do you think that is happening? Answers may vary. The only point of reference to the Moon is very close to the car so it is an optical illusion because as the car moves, the trees and buildings get farther away from you. This makes it seem like the Moon is moving at the same speed as the car. The Moon is actually moving much faster than the car, but it is difficult to observe this because there is nothing close to the Moon with which to compare it. 2. Ask students to close their eyes again, but this time, keep the toy car in the same place, but turn it around. Ask the students to open their eyes and ask: What happened to the toy car? The toy car is facing a different direction. Did the toy car change its location? No If the toy car did not change its location on the table, then how can you determine if it moved? By the direction it is facing How can I put the car in motion? With some force, a push or pull Does it matter how hard I push? Yes, you have to push hard enough to make it move; if not, it will stay in the same spot. What do you think motion is? Answers may vary. Motion is related to kinetic energy, and it can be described using words like speed, direction, distance, and displacement. Suggested Day 1 (continued) Materials: toy car (1 per teacher) metric ruler (1 per student) Attachments: Handout: Direction, Displacement, and Distance (1 per student) Teacher Resource: Direction, Displacement, and Distance KEY Instructional Note: The purpose of today s activity is to focus on the concept of unbalanced forces causing changes in an object s position and direction. STAAR Note: This activity correlates to the mathematics TEKS requiring students to work with coordinate grids. Check For Understanding: This activity provides a formative assessment opportunity. Notebooks: Students record the definition for motion in their own words and list examples of distance, direction, and displacement in their notebooks. 3. Ask students to record the definition of motion in their own words into their science notebooks. Last Updated 05/08/13 page 4 of 47

5 Unit: 07 Lesson: 01 Suggested Duration: 8 days 4. Distribute the Handout: Direction, Displacement, and Distance to each student. 5. Ask/Say: What does the term distance mean? Answers will vary. Distance is a description of how far an object traveled between two points. What does direction mean? Answers will vary. Direction describes the line or course that an object is traveling or is aimed to travel. What does the term displacement mean? Accept all answers. Displacement is the total space between the starting point and the ending point in a straight line. If students refer to volume by displacement, explain that this type of displacement relates to space, rather than volume. Note: It is important for the students to understand that the total distance an object travels is different than the displacement. It may be three miles from your house to school by driving on the road to get to school, but if you were to follow an underground tunnel straight to school, it might be much shorter. That distance is the displacement. Another example: If a toy car followed the perimeter of a square 20 cm on each side, the motion could be described in terms of distance traveled (80 cm), direction (20 cm north, then 20 cm east, then 20 cm south, and then 20 cm west), and displacement (0 cm). 6. Instruct students to begin the activity by completing Part Use the examples from Part 1 of the handout to reinforce the above terms. 8. Ask: Which directions did the Example Car travel? (East and south) How far did the car travel east? (4.3 cm) How far did the car travel south? (1.5 cm) What was the total distance traveled? (5.8 cm) In a straight line, how far did the car wind up from its starting point? (The displacement was 4.5 cm from its starting point.) 9. Next, work on Part 2. For this activity, students will be listening to oral directions from the instructor (Oral directions are located on the KEY.). Students should do their best to duplicate the path of each car. Even if they are off, they will still have a path of motion to describe in terms of direction, distance, and displacement. 10. Read the directions from the Teacher Resource: Direction, Displacement, and Distance KEY, pausing between steps to give students time to draw and measure. 11. Instruct students to compare their statements and drawings with a partner once they have completed the assignment. 12. Instruct students to compare the total distance traveled to the displacement for each of the three cars. 13. Project the following two questions on the board. Ask students to answer the questions in their notebooks: How can people use distance, direction, and displacement every day? Label your examples with distance, direction, or displacement. (Examples may include hurricane tracking, GPS navigation, driving directions, and flight information.) What professions use this information the most? (Truck drivers, weather men, flight controllers, etc.) 14. Instruct students to turn to a partner to discuss their responses. If time allows, you may wish to ask for volunteers to share with the class. EXPLORE/EXPLAIN Distance and Time Lab Suggested Days 2 and 3 Last Updated 05/08/13 page 5 of 47

6 1. Show students a map of Hurricane Isaac (see Advance Preparation). Ask: What information can we gather about the motion of the hurricane? Answers may vary. Guide the discussion to the terms distance, direction, and displacement. What other important information do people need to know about the motion of the hurricane to prepare for its landfall? (Speed is an important factor to consider.) 2. Set the toy car, from yesterday, on the desk again. Ask: Is the car moving? No How can I make the car move? Answers may vary. Add a force by pushing or pulling the car. Are there any forces pushing or pulling on the car as it sits here, not moving? Yes, gravity is pulling down on the car, and the desk is pushing up. These forces are equal, or balanced, so the car does not go into motion. 3. Give the car a push. Ask: Why did the car move? Answers may vary. The car moved because an unbalanced force was applied to the car. How can you tell how hard I pushed the car? Answers may vary. By the speed of the car. The faster it moves, the harder you pushed it. What if I do not push it hard enough? Answers may vary. The car will not move. If I placed the car on a slope, would it move? Why? Yes. The force of gravity would pull it down. Materials: toy car from previous activity (1 per teacher) timing devices (stopwatches, 1 per station or 6 total) colored pencils (per group) calculators (1 per student) Attachments: Handout: Distance and Time Lab (Parts I and II, 1 per student) Teacher Resource: Distance and Time Lab KEY Instructional Notes: *Any graph paper will work for this activity. It is not necessary to use the graph provided in the lesson for the Handout: Distance and Time Lab Graph. On the handout, students will first calculate the instantaneous speed at each measurement point. Then, the students will calculate average speed for the entire distance traveled (30m). Model by completing the data table and calculations for the first walker together. Unit: 07 Lesson: 01 Suggested Duration: 8 days What is speed? Accept all answers. Speed is the distance an object travels in a given amount of time. The formula is s=d/t 4. Instruct students to record the definition and formula for speed into their science notebooks. 5. Ask: How does force affect speed? What unit would you use to measure speed? Answers may vary. In km/h, m/s, etc. 6. Say: Today, we are going to focus on understanding that the speed of an object can be calculated and changes in motion of the object can be measured. We will be conducting an activity called the Distance and Time Lab. 7. Distribute the Handout: Distance and Time Lab (Distribute only Part I at this time, if desired.) Say: Let s look at some words that might help us with today s lesson. What does the word constant mean? Answers may vary - to travel at a steady pace; to go the same speed Consider illustrating concepts with motion sensors/probeware, if your district/campus has access to the technology. Check For Understanding: Today s discussion is a formative assessment opportunity. STAAR Notes: Supporting Standard 6.8C calls for the calculation of average speed, so it is important to emphasize that when calculating average speed, d 2 is the final distance; d 1 is the starting point and is usually zero. The same is true for time where t 2 is the total time, and t 1 is the initial time, usually zero. Therefore, the formula for speed is often simplified to be S = d / t. Notebooks: Students record the definitions for terms and affix handouts in their notebooks. What does the word accelerate mean? A change in speed, either an increase or decrease What does the phrase relative motion mean? Relative motion is how the motion of one object compares to the motion of another. What is an independent variable (IV)? An independent variable is what the researcher changes in the experiment. Which axis do you label with the independent variable (IV)? The IV belongs on the x-axis at the bottom of the graph. What is a dependent variable (DV)? The dependent variable is what the Last Updated 05/08/13 page 6 of 47

7 researcher measures to find out if the independent variable had any effect. Unit: 07 Lesson: 01 Suggested Duration: 8 days Which axis do you label with the dependent variable (DV)? The DV belongs on the y-axis. 8. Allow students time to write down the definitions of the words constant speed, acceleration, and relative motion in their notebooks. 9. Instruct the students to label the x-axis with IV and the y-axis with DV to help them remember. Review the terms as needed. Ask: What will our independent variable be in this experiment? Time What will the dependent variable be in this experiment? Distance 10. Take students outside (Students will need their notebooks and pencils.), and show them the 30 meter track (see Advance Preparation). Note the placement of the six timing stations along the track at the 5, 10, 15, 20, 25, and 30 meter positions. 11. Appoint a timer for each of the marked distances, and distribute a timing device to each student. 12. Choose four volunteers to act as walkers. All other students will record observations. 13. Instruct students to stand at the 0 meter mark. Assign each walker a SPECIFIC way in which to walk the 30 m distance. a. One person will walk at a constant, normal pace. b. One person will walk at a constant, slow pace. c. One person will walk while gradually, speeding up. d. One person will walk normally and then slow down. 14. All timers need to start their stopwatches at the same time. At the teacher s signal, one person will walk at a time. Timers will start timing, and a student will begin walking. As the student passes the mark, the timer presses stop and calls out the time for the class to record the information in the Handout: Distance and Time Lab (Part I). After each of the walkers has completed their turn, he or she will need to get the data from the timers or another student and record the information in the designated section of the Handout: Distance and Time Lab (Part I). 15. Once back inside, review the independent and dependent variables in this activity. The dependent variable is distance traveled. The dependent variable is placed on the y-axis. Time is usually an independent variable. The independent variable is placed on the x-axis. Time is measured in seconds (s), and distance is measured in meters (m). 16. Ask: What kinds of graphs have you drawn or seen before? Answers may vary - line graph, circle graph, bar graph, etc. What kind of graph should we use to plot our data? Line graph Why should we use a line graph for this activity? We are recording continuous data over a period of time. 17. Instruct students to construct a distance versus time graph on the handout. The motion of all four walkers will be on the same graph. Distribute colored pencils. Use a different colored pencil to graph the data for each walker. 18. Assist students in setting up the graph with the correct intervals of time and distance so they may plot the information from the chart. 19. After the graphs have been completed, instruct the students to compare the data for each walker on the graph. Ask: What does each line of data represent for the walker s motion? Their speed How is the motion of an object related to a graphed line? (Students should notice that the normal paced graph has a steeper slope than the slow pace graph. The graphs with a constant pace have a straight line, and the graphs with a varied pace show a curve.) Last Updated 05/08/13 page 7 of 47

8 What do you think the line on the graph would have done if the walker would have been running? The line would be straight and steeper than the normal pace walker, because the walker would have reached the 30 m mark in less time. Unit: 07 Lesson: 01 Suggested Duration: 8 days What do you think the data on the graph would look like if the walker had stopped for a period of time? The line on the graph would have been moving horizontal (flat) for as long as the walker was not moving, because the distance was not changing, but time was still moving on. 20. Distribute Part 2 of the Handout: Distance and Time Laband a calculator to each student. 21. Write the formula for average speed (S= d 2 -d 1 /t 2 - t 1 ) on the board. Discuss the use of letters to abbreviate the words. 22. Explain that when calculating average speed, d 2 is the final distance and d 1 is the starting point, usually zero. The same is true for time where t 2 is the total time, and t 1 is the initial time, usually zero. Therefore, the formula for speed is often simplified to be S = d / t. 23. Model the steps of the example with the students, showing them how to use the formula and how to enter the information into their calculators. Model by completing the data table and calculations for the first walker together. 24. Note: Students will first calculate the instantaneous speed at each measurement point for each walker. Then, students will calculate average speed for each walker for the entire distance traveled (30m). 25. Use data from the Handout: Distance and Time Labto calculate speed for each distance. Record the results on Table After the students complete Table 2, instruct them to complete the Distance and Time Lab (Part 2). Students will place the walkers in the order in which they finished the 30 m course and then calculate the average speed of each walker. (Note: Students may not realize that less time is equivalent to a faster pace.) 27. Monitor and assist as necessary. It may be helpful to partner students for this activity. 28. Instruct students to affix the handouts in their notebooks for reference. EXPLORE/EXPLAIN Acceleration and Velocity Suggested Day 4 1. Display the words speed, velocity, and acceleration on the board. Explain to students they will be creating vocabulary cards with motion terms. 2. Distribute to each student three index cards, and instruct them to fold each card in half, twice, so that it makes four, even-size rectangles. Instruct students to crease the cards and then unfold them to show the four rectangles. 3. Ask students to write each of the three words in the top left hand corner of the index cards. Ask/Say: What is speed? Speed is the distance an object travels in a given amount of time. It is represented in the formula s = d / t. Write this definition and formula in the top right hand corner of the card labeled speed. What is velocity? Velocity is the speed and direction an object is traveling. Write this definition in the top right hand corner of the card labeled velocity. What do you think the word accelerate means? Answers may vary. Acceleration is a change in velocity; acceleration is a change in speed and/or direction. Write this definition in the top right hand corner of the card labeled acceleration. How are speed and velocity related? Answers may vary, but discuss the following: Speed is a constant rate that can be used along with the direction an object is traveling to calculate the velocity of an object. If the direction changes, then the velocity changes but speed is not affected. If a car is traveling at 70 mph and the road curves, then the speed never changes but the velocity of the Materials: index cards (4 x6, 3 cards per student) envelope (to contain the index cards, 1 per student) glue or tape (per group) Attachments: Handout: Speed, Acceleration, and Velocity (1 per student) Teacher Resource: Speed, Acceleration, and Velocity KEY Teacher Resource: Speed, Acceleration and Velocity Graphs Instructional Note: Index card template Last Updated 05/08/13 page 8 of 47

9 car will change because the direction has changed. How are speed and acceleration related? Answers may vary. Speed is the rate that an object is traveling, and when speed remains constant, there is not acceleration. If the object increases speed, decreases speed, or changes direction, then the object has accelerated. How are acceleration and velocity related? Answers may vary, but discuss the following: acceleration is the change in velocity. If an object increases speed, decreases speed, or changes direction, then it has accelerated, which means its velocity has changed. 4. To help the students understand the three concepts, view a short video related to the concept terms (see Advance Preparation). Check For Understanding: Use the vocabulary card examples and the Handout: Speed, Acceleration, and Velocity as formative assessments. Notebooks: Students create and store vocabulary cards in their science notebooks. Additionally, students need to affix handouts in their notebooks for reference. Unit: 07 Lesson: 01 Suggested Duration: 8 days 5. After viewing the video, instruct students to draw pictures to represent each of the terms in the bottom left hand corner of the index cards. 6. Ask students to share examples of speed, acceleration, and velocity with the class. Instruct students to write an example of each term in the bottom right hand corner of the card. For example, The football player started running faster. Acceleration. 7. Distribute the Handout: Speed, Acceleration, and Velocity, and allow students time to complete the activity. Allow students to use their index cards to aid them in answering the questions. 8. After students have had time to complete the handout, conduct a review of the answers to check for understanding. This may also be done in small groups. 9. Project page 1 of the Teacher Resource: Speed, Acceleration and Velocity Graphs. Instruct students to study the graphs, and call on students to determine what is happening in each graph. 10. Confirm what the data is showing in each graph, and then instruct students to copy the graph on the back of the corresponding index card. 11. Instruct students to affix the handouts for reference and envelope in their notebooks in order to store their vocabulary cards. EXPLAIN Motion Suggested Days 5 and 6 1. Divide the class into groups of four, and give each group a term. Instruct each group to discuss the meaning of the group s term, and think of an example. Use the following terms: speed velocity acceleration force motion direction distance displacement 2. Allow each group to share their term, the definition, and their example with the class. Clarify any misconceptions, if necessary. 3. Distribute the Handout: Motion Note Questions to each student. Instruct students to follow along with the Teacher Resource: PowerPoint: Motion to answer the questions. 4. Project the Teacher Resource: PowerPoint: Motion. Pause to allow students to discuss each slide and to record their answers. 5. Pair students, and distribute dry erase markers and the Teacher Resource: Graph Response Cards to each pair (see Advance Preparation). Discuss ground rules for using the dry erase markers so that the students only use them when instructed and for drawing the data on the graph. 6. Say: On the notes and through some of our activities, we have discovered Materials: Attachments: dry erase markers (1 per pair) Handout: Motion Note Questions (1 per student) Teacher Resource: Motion Note Questions KEY (1 per teacher) Teacher Resource: PowerPoint: Motion Teacher Resource: Graph Response Cards (see Advance Preparation, class set for pairs) Handout: Distance and Time Lab (Part 3, 1 per student) (from previous activity) Teacher Resource: Distance and Time Lab KEY (from previous activity) Instructional Notes: If your school has individual white boards and markers for students, each student can draw the graphs at their desks after the demonstration. If white boards aren t available, students can use the laminated Teacher Resource: Graph Response Cards. Misconceptions: Last Updated 05/08/13 page 9 of 47

10 that motion can be graphed. We are going to practice matching the motion we see to a graph. I will demonstrate a motion, and I want you to draw what you think it looks like on your response card. 7. Walk across the room, at a constant pace away from the students. Instruct students to draw a position versus time graph that represents this demonstration. Graphs should be simple, rather than elaborate. Once the students have had time to draw the graph, instruct each pair to hold up their response card at the same time to check for understanding. 8. Model drawing the graph on the board with a description of how you walked, so the students can double check their work. Explain to students that the distance increased as the same rate that time passed by. Students may think that sustained motion requires sustained force. Students may think if there is no motion, there is no force acting upon an object. STAAR Notes: Unit: 07 Lesson: 01 Suggested Duration: 8 days This is an important foundational piece for the understanding of force and motion. is the first time students are introduced to kinetic and potential energy and (6.8A), and these are not revisited before tested as a Supporting Standard in Grade 8. Although, 6.8B is not identified as a Supporting Standard, is the first time that students are introduced to the concept of unbalanced forces. This builds content for Readiness Standard 8.6A that will be tested on STAAR Grade For the next scenario, stand still. Instruct the students to take turns drawing the graph, so each person has a turn. 10. Draw the correct graph on the board, and explain that there was no change in distance, so the line is flat (See the diagram on the next page.). Calculating average speed (6.8C) and measuring and graphing changes in motion (6.8D) are identified as Supporting Standards and are not directly taught again before testing in Grade 8. Supporting Standards 6.8A, 6.8C, and 6.8D and Readiness Standard 8.6A will be tested on STAAR Grade 8 under Reporting Category 2: Force, Motion, and Energy. 11. Continue with the following types of examples, repeating if necessary, until the students have a good understanding of each graph and motion demonstrated: Accelerate by speeding up, slowing down, and/or changing directions. Walk, stop, walk Walk away, and come back at a constant rate. Walk at constant speed, stop for a time, and then walk at a faster speed than before. Check For Understanding: Today s graphing activities are formative assessment opportunities. 12. Close the lesson with the following statements: Changes in motion can be measured and graphically represented. Unbalanced forces can cause changes in an object s position, speed, and direction. 13. Distribute the Handout: Distance and Time Lab (Part 3) to each student. 14. Instruct students to complete the questions associated with the handout. 15. Monitor and assist as needed. ELABORATE Show Me Tell Me Suggested Day 7 1. Divide the class into groups of four. 2. Distribute to each student the Handout: Motion Using Position vs. Time Graphs Interpretation. 3. Discuss each graph with the students, and assist them in completing the information in the boxes. You may need to model the direction of the motion (to/from the origin, etc.). 4. Instruct students to attach the graphs and descriptions into the science notebooks. 5. Assign each group a different graph from the handout. 6. Allow each group about five minutes to find a way to demonstrate the motion represented on their card. They can use toys, balls, or themselves to demonstrate the motion. 7. Allow each group a few minutes to demonstrate their motion to the class and then to show how the motion is represented on the graph. Materials: wind-up toys (amount varies, per group) toy cars (amount varies, per group) plywood or other ramp material (amount varies, per group) stacking materials (to raise ramp, such as books, bricks, etc., amount varies, per group) balls (different sizes, amount varies, 5 6 per group) glue or tape (per group) Attachments: Handout: Motion Using Position vs. Time Graphs Interpretation (1 per student) Last Updated 05/08/13 page 10 of 47

11 8. Note: Each group should draw their graph on the board as part of their presentation. Make sure the graph is labeled. Unit: 07 Lesson: 01 Suggested Duration: 8 days Teacher Resource: Motion Using Position vs. Time Graphs Interpretation KEY Notebooks: Students attach the graphs and description of motion from the rest of the groups along with their own. EVALUATE Performance Indicator Graphing Motion Suggested Day 8 Grade 06 Unit 07 PI 01 Create a plotted graph from data, and analyze distance vs. time. Describe what is happening at certain points along the graph, including potential and kinetic energy. Calculate average speed for the given data. Standard(s): 6.2D, 6.8A, 6.8B, 6.8C, 6.8D ELPS ELPS.c.1E, ELPS.c.5B 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Attachments: Handout: Motion and Forces Evaluation (1 per student) Teacher Resource: Motion and Forces Evaluation KEY Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Last Updated 05/08/13 page 11 of 47

12 Direction, Displacement, and Distance Part 1: Label the graph with the cardinal directions: North, South, East, and West. Use a ruler to measure the length of each line segment, and describe the direction in which the car travels. To determine the displacement, measure a straight line from the starting location to the ending location. Example: A B C Imagine a car moving along the line. Write a description of the motion in terms of distance, direction, and displacement. Example: This car is traveling east for 4.3 cm and then turned south and drove 1.5 cm. The total distance traveled is 5.8 cm. The displacement of the car is 4.5 cm. Car A Car B Car C 2012 TESCCC 05/08/13 page 1 of 2

13 Part 2: For this activity, you will be listening to oral directions spoken by your teacher. Do your best to duplicate the path of each car. Then, describe the motion of each car in terms of direction, distance, and displacement as in Part I. A C B Car A Car B Car C Images courtesy of Clip Art 2012 TESCCC 05/08/13 page 2 of 2

14 Direction, Displacement, and Distance KEY Part 1: Label the graph with the cardinal directions: North, South, East, and West. Example: A B C Imagine a car moving along the line. Write a description of the motion in terms of distance and direction. Example: This car is travelling east for 4.3 cm and then turned south and drove 1.5 cm. The total distance traveled is 5.8 cm. The displacement of the car is 4.5 cm. Car A Car A moved 3.7cm east, then traveled 3.7 cm north, and then turned and traveled 3.7 cm west. The total distance traveled by Car A is 11.1cm, and the displacement of Car A is 3.7 cm. Car B Car C Car B traveled 4 cm northeast, then 2.5 cm north, and then 6.4 cm northeast. The total distance traveled by Car B is 12.9 cm, and the displacement of Car B is 11.6 cm. Car C traveled west 3.8 cm, then northeast 4.7 cm, then west 4 cm, and then northeast 4 cm. The total distance traveled was 16.5 cm, and the total displacement of Car C is 3.6 cm. 2012, TESCCC 05/08/13 page 1 of 2

15 Part 2: A C B For this activity, you will be listening to oral directions spoken by your teacher. The directions will be said only once. Do your best to duplicate the path of each car. Then, describe the motion of each car in terms of direction, distance, and displacement. Read the directions just once, pausing between steps to give students time to draw and measure. After directions are given, instruct students to describe whatever their path turned out to be. Consider your English Language Learners as you read the directions. Consider pairing them with another student. Car A Car B Car C From starting point A, go north 2.9 cm. Turn northeast for 2.5 cm. Turn straight south for 2.9 cm. Total distance = 8.3 cm / Total Displacement = 2.5 cm From starting point B, go west 6.8 cm. Turn northeast for 8.9 cm. Turn south for 5.5 cm. Total distance = 21.2 cm / Total Displacement = 0 cm From starting point C, go northeast 8.2 cm. Go southeast 2.3 cm. Go northeast 5.6 cm. Total distance = 16.1 cm / Total Displacement = 14.5 cm. Images courtesy of Clip Art 2012, TESCCC 05/08/13 page 2 of 2

16 Distance Distance and Time Lab Part 1: Purpose: To understand the relationship between distance and time Procedure: The walkers will start at the 0 m mark. All of the timers will begin timing simultaneously when he/she begins walking. Each walker will be instructed to walk at a different pace. Person A will walk a constant, normal pace. Person B will walk a constant, slow pace. Person C will begin walking at a constant pace and then speed up. Person D will begin walking a constant pace and then slow down. After the walker completes the 30 m, he/she will need to acquire the data from the student timers or another student. Record each person s time for each distance walked in the chart below. After you have completed your chart, graph each person s data on one distance vs. time graph. Remember, the x-axis is the independent variable: time and the y-axis is the dependent variable: distance. Pace Scenario Person A: Constant, normal pace Red Person B: Constant, slow pace Blue Person C: Constant pace, then speed up Orange Person D: Constant pace, then slow down Green Time (s) at: 5m 10m 15m 20m 25m 30m Time 2012, TESCCC 05/08/13 page 1 of 4

17 Part 2: Speed is the rate at which an object changes position. Speed involves two qualities: distance and time. The formula to calculate average speed is: s = d 2 - d 1 / t 2 - t 1 s = speed d 1 = initial distance d 2 = final distance t 1 = initial time t 2 = total time In the formula, d 1 is usually 0 m and t 1 is usually 0s. So, the formula for speed could be simplified to distance divided by time. s=d/t Use the data collected in Part 1 to calculate the speed. Then, complete the graph plotting speed vs. time. Example: Distance (m) 5m 10m 15m 20m 25m 30m Time (s) 3s 6.4s 9.2s 11.9s 15.1s 18.2s Speed (m/s) 1.67m/s 1.47m/s To find the speed: 1. Use the formula speed = distance / time. 2. Divide the first distance (5m) by the first time (3s). 5m/3s=1.67m/s 3. Subtract the first distance from the second distance. 10m 5m = 5m 4. Subtract the first time from the second time. 6.4s 3s = 3.4s 5. Use the formula speed = distance / time to find the speed for that section of the track. 5m/3.4s=1.47m/s 6. Repeat steps 3 5 for the other sections. 2012, TESCCC 05/08/13 page 2 of 4

18 Constant, normal pace (Red): Distance (m) 5m 10m 15m 20m 25m 30m Time (s) Speed (m/s) Constant, slow pace (Blue): Distance (m) 5m 10m 15m 20m 25m 30m Time (s) Speed (m/s) Constant pace, then speed up (Orange): Distance (m) 5m 10m 15m 20m 25m 30m Time (s) Speed (m/s) Constant pace, then slow down (Green): Distance (m) 5m 10m 15m 20m 25m 30m Time (s) Speed (m/s) Part 2 (continued): 1. Put the name of the students in order from first to finish the 30m course to last to complete the course. 1 st = 2 nd = 3 rd = 4 th = 2. Calculate the average speed for each walker by dividing the total distance traveled (30m) by the total time it took to travel the course. Remember to use the formula S=d/t. Walker Total D (m) Total T (s) Avg Speed m/s 2012, TESCCC 05/08/13 page 3 of 4

19 Part 3: Answer the following questions using the graph below: What can we tell about the speed of the object by interpreting this graph? Was there a change in position involved? Support your answer with evidence. Is the object moving away from or toward the origin? How do you know? What can be determined about the forces that may be involved in this scenario? Calculate the average speed of the object. (Show your work.) 2012, TESCCC 05/08/13 page 4 of 4

20 Distance in meters Distance and Time Lab KEY Part 1: Purpose: To understand the relationship between distance and time Procedure: The walkers will start at the 0 m mark. All of the timers will begin timing simultaneously when he/she begins walking. Each walker will be instructed to walk at a different pace. Person A will walk a constant, normal pace. Person B will walk a constant, slow pace. Person C will begin walking at a constant pace then speed up. Person D will begin walking a constant pace then slow down. After the walker completes the 30 m, he/she will need to acquire the data from the student timers or another student. Record each person s time for each distance walked in the chart below. After you have completed your chart, graph each person s data on one distance vs. time graph. Remember, the x-axis is the independent variable: time and the y-axis is the dependent variable: distance. (Note: Times are examples.) Pace Scenario Person A: Constant, normal pace Red Person B: Constant, slow pace Blue Person C:Constant pace, then speed up Orange Person D: Constant pace, then slow down Green Time (s) at: 5m 10m 15m 20m 25m 30m Time in seconds 2012, TESCCC 05/08/13 page 1 of 4

21 Part 2: Speed is the rate at which an object changes position. Speed involves two qualities: distance and time. The formula to calculate average speed is: s = d 2 - d 1 / t 2 - t 1 s = speed d 1 = initial distance d 2 = final distance t 1 = initial time t 2 = total time In the formula, d 1 is usually 0 m and t 1 is usually 0s. So, the formula for speed could be simplified to distance divided by time. s=d/t Use the data collected in Part 1 to calculate the speed. Then, complete the graph plotting speed vs. time. (Note: Times are not accurate just examples.) Constant, normal pace (Red): Distance (m) 5m 10m 15m 20m 25m 30m Time (s) 1s 2s 3s 4s 5s 6s Speed (m/s) 5 m/s 5 m/s 5 m/s 5 m/s 5 m/s 5 m/s Constant, slow pace (Blue): Distance (m) 5m 10m 15m 20m 25m 30m Time (s) 2s 4s 6s 8s 10s 12s Speed (m/s) 2.5 m/s 2.5 m/s 2.5 m/s 2.5 m/s 2.5 m/s 2.5 m/s Constant pace, then speed up (Orange): Distance (m) 5m 10m 15m 20m 25m 30m Time (s) 2s 4s 6s 7s 8s 8.5s Speed (m/s) 2.5 m/s 2.5 m/s 2.5 m/s 5 m/s 5 m/s 10 m/s Constant pace, then slow down (Green): Distance (m) 5m 10m 15m 20m 25m 30m Time (s) 2s 4s 6s 9s 13s 18s Speed (m/s) 2.5 m/s 2.5 m/s 2.5 m/s 1.67 m/s 1.25 m/s 1 m/s 2012, TESCCC 05/08/13 page 2 of 4

22 Part 2 (continued): 1. Put the name of the students in order from first to finish the 30m course to last to complete the course. 1 st = Sally (RED) 2 nd = Jose (Orange) 3 rd = Will (Blue) 4 th = Samantha (Green) 2. Calculate the average speed for each walker by dividing the total distance traveled (30m) by the total time it took to travel the course. Remember to use the formula S=D/T. Walker Total D (m) Total T (s) Avg Speed m/s 1 st Red 30 m 6 s 5 m/s 2 nd Orange 30 m 8.5 s 3.5 m/s 3 rd Blue 30 m 12 s 2.5 m/s 4 th Green 30 m 18 s 1.67 m/s Part 3: Answer the following questions using the graph below: What can we tell about the speed of the object by interpreting this graph? The object is traveling at a constant speed, indicated by the slope of the line angling upward. 2012, TESCCC 05/08/13 page 3 of 4

23 Was there a change in position involved? Support your answer with evidence. The upward slope of the line indicates a change in position. The object actually moved a total of 60 km from the origin. Is the object moving away from or toward the origin? How do you know? The object is moving away from the origin. The upward slope of the line indicates this. What can be determined about the forces that may be involved in this scenario? The forces acting upon the object are balanced because the speed is remaining constant. Calculate the average speed of the object. (Show your work.) 60 km/4 sec = 15 km/s 2012, TESCCC 05/08/13 page 4 of 4

24 Speed, Velocity, and Acceleration Instructions: Use your index cards and what you know about speed, velocity, and acceleration to label the following examples with the correct word (speed, velocity, or acceleration) in the blank next to the number. 1. The birds fly 23 mph south when they migrate for the winter. 2. The car slowed down as it approached the stop sign. 3. A turtle can crawl 3 meters in an hour. 4. The bicyclist leaned into her turn as she went around the curve. 5.The airplane increased its speed as it left the runway. 6. The hurricane is traveling northwest at 17mph. 7. The science teacher walked 3 miles in 28 minutes. 8. The football player ran 40 yards in 4.2 seconds. 9. The ship traveled west towards toward Europe at 15 knots. 10. The race car slowed down and turned into pit lane to get gas. 11. The train traveled east by southeast at 20 km/s. 12. The boy swam 200 meters in 20 seconds TESCCC 10/24/12 page 1 of 1