# Physics Lesson Plan. Materials Overhead projector, overhead transparencies, pens or pencils, paper ( lined or graph)

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2 Overhead Transparency 1 Which of the graphs best match the following three stories? A. I had just left home when I realized I had forgotten my books, and so I went back to pick them up. B. Things went fine until I had a flat tire. C. I started out calmly but sped up when I realized I was going to be late D. Write your own story for the remaining graph 1. distance 2. distance 3. distance 4. distance

3 Overhead Transparency 2 Which of these graphs best match the following stories? A. I started out slow and then raced to work. B. I traveled at a constant increasing speed to school C. I was traveling to work and stopped for breakfast before I got there. D. I was going to school when I got sick on the way and turned back and traveled home. 1. distance 2. distance 3. distance 4. distance Concept Questions 1. Can you have a negative displacement? Yes No Why? 2. Which part of the graph shows Mr. Lenet going home? A B C or D Distance From home B C A D Time

4 Physics Lesson Plan Day2 Objective Students will: - create distance vs. graphs - use, record and analyze data in a lab Materials Stopwatches, paper, pencils or pens, markers or colored pencils, areas for a 20 meter course ( suggested area would be schoolyard), meter sticks Procedure 1. Divide the class into groups of 5 or Have each group have students stand in a line at five meter intervals along a straight path. 3. Tell the students they will each travel one at a in a straight path. 4. The meter sticks will help the students measure five meter intervals. 5. While one student walks, the other group members the runner while standing at five meter intervals along the path. One person in the group will record data from the rs immediately after each run. 6. Have students practice starting and stopping their stopwatches so they can get a feel for the watches and how they work. Everyone should start timing when the runner starts, and then individually stop when the runner passes their plot along the path. The teacher can demonstrate this to the class before they begin the lab. 7. When students are ready, have them complete the lab several s, changing positions so that each person gets a chance to be the runner at least once. 8. Have each student make a distance vs. graph- distance in meters on the vertical axis, and in seconds on the horizontal axis- and graph their motions. Remind students to start at 0 seconds, 0 meters ( the they passed the starting line). 9. Have students add the motions of two other people from their group to their individual graph, using different colors to distinguish different students. 10. Some questions that might be conclusion questions: Who moved fastest? How did that person s distance vs. graph compare to the others in your group? What do you think your graph would look like if you traveled towards the starting point rather than away from it? What would this graph look like? What did you learn from the lab today? Evaluation- Use the following rubric to evaluate students work - Three Points: Students worked cooperatively during the lab, accurately created their graphs, and answered all conclusion questions correctly. - Two Points: Students worked cooperatively during the lab, created graphs that were reasonably accurate, answered 2 of the four final questions correctly. - One point: Students did not work cooperatively during the lab, created graphs that were inaccurate, and could not answer the final conclusion questions.

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