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Motion
What are your thoughts on motion?
Motion involves a change in the position of an object over time. Motion can be described using mathematical relationships. Many technologies that apply concepts related to kinematics have societal and environmental implications
Overall Expectations
B1. analyse technologies that apply concepts related to kinematics, and assess the technologies social and environmental impact; B2. investigate, in qualitative and quantitative terms, uniform and non-uniform linear motion, and solve related problems; B3. demonstrate an understanding of uniform and non-uniform linear motion, in one and two dimensions.
Motion
Prior Knowledge
Grade 2 : Movement Grade 3 : Forces causing movement Grade 5 : Forces acting on structures and mechanisms Grade 7 : Form and Function Grade 8 : Systems in Action
The student will: Identify forces that result in motion Investigate and measure propulsion, gravity, and friction Demonstrate and explain the effect of balanced and unbalanced forces Measure and graph movement of an object to calculate velocity Apply forces and motion to a real-life experience through technology
Hook
Student Challenges
- Undifferentiated view
Position, Velocity & Acceleration Speed vs. Velocity Distance vs. Displacement Velocity vs. Acceleration
Common Misconceptions
Time can be measured without knowing the beginning of the interval. The location of an object can be described by stating its distance from a given point, ignoring direction. The distance an object travels and its displacement are always the same.
Lesson 4 Velocity
Lesson 5 Acceleration
Equipment: constant velocity motorized cart meter stick or metric tape about 2 meters of ticker tape graph paper masking tape stopwatch or watch with a seconds hand data table grading rubric
Procedure: Setup: 1.Fasten a 2-meter strip of ticker tape to your lab table with masking tape. 2.Place the motorized cart beside the tape, near one end. Mark the cart's starting position on the tape. 3.Adjust the speed of the cart so that it takes at least 30 seconds for the cart to move the length of the tape. Taking the Data: 4.There are 3 jobs: 4. one person's job is to release the cart at the start of the run 5. a second person marks the position of the cart on the ticker tape 6. the third person watches the clock and calls out regular (5 second intervals might be convenient) time intervals. 5.You may want to make a couple of practice runs in order to get everyone coordinated, and remember that the tape has another side if you mess it up. When you are ready, release the cart and record its positions.
Analysis: Use a meter stick to measure each position of the cart (from the start). Record your data in the data table Plot each position/time data pair on a position vs. time graph. Title the graph, select scale and title axes.
Draw the straight line (use a straight edge) that best fits your data points. DO NOT "connect the dots". Calculate and record the displacement of the cart during each time interval.
Calculate and record the average velocity (displacement/time) of the cart during each time interval. Plot each velocity/time data pair on a velocity vs. time graph. Title graph, select a scale, and title axes. Draw the straight line (use a straight edge) that best fits your data points. DO NOT "connect the dots". Calculate the slope of the position vs. time and velocity vs. time graphs. Show your calculation.
Discussion Questions 1.How do successive displacements of the cart compare? Why? 2.What is the slope of the position vs. time graph? What is the significance of this value? 3.How would the position vs. time graph be different if the cart had gone faster or slower? 4.What is the slope of the velocity vs. time graph? What is the significance of this value? 5.Was the velocity of the cart more-or-less constant during its motion? How do you know? 6.How would the velocity vs. time graph be different if the cart had gone faster or slower? 7.What was the acceleration of the cart during its motion? How do you know?
The good thing with the labs in this unit is that they do not require any specific safety procedures to be set in place BUT students should still be reminded that all equipment ought to be used as instructed, and that NO HORSEPLAY will be tolerated. Students who do not follow the rules will be asked to sit out and will get a failing mark on the specific assignment.
Assessment: Rubric Data for time and position are entered accurately and neatly. 0-1 Calculations Displacements and average velocities are correct and readable. 0-1 Sample Calculations Sample calculations for displacement and average velocity are complete, correct, and clearly shown. 0-1 Graphs Position vs. time and velocity vs time graphs are accurate. The position and velocity axes are clearly and correctly labelled. A best-fit line has been drawn. 0-3 Results & Conclusions Questions are answered clearly and correctly using literate, complete English sentences. 0-4
Total 0-10
Other Labs: Accelerated Motion, Acceleration due to Gravity, Circular Motion Amusement Park Field Trip Problems Solving Numerical and Nonnumerical Practical Application
Inquiry Activity
Please refer to the handout on Moving Man Simulation and do the exercise online.
Velocity and acceleration are always the same sign (both positive or both negative).
A. True
B. False
Math in Science
Problem 1 In last week's Homecoming victory, Al Konfurance, the star halfback of South's football team, broke a tackle at the line of scrimmage and darted upfield untouched. He averaged 9.8 m/s for an 80-yard (73 m) score. Determine the time for Al to run from the line of scrimmage to the end zone. Audio Guided Solutionhttp://www.physicsclassroom.com/calcpad/1dkin/prob 4.
Math in Science
Problem 2 The Lamborghini Murcielago can accelerate from 0 to 27.8 m/s (100 km/hr or 62.2 mi/hr) in a time of 3.40 seconds. Determine the acceleration of this car in both m/s/s and mi/hr/s. Audio Guided Solutionhttp://www.physicsclassroom.com/calcpad/1 dkin/prob7.cfm
Practical Applications
Speed gun - for measuring the speed of a ball Accelometers used in video consoles Photo radars in cars GPS
Students should research how some of these work and share with others.
Useful Websites
http://www.batesville.k12.in.us/Physics/PhyNet/Mechanics/Kinematics/kine_in_a_nutshel l.htm
http://homepage.mac.com/vtalsma/misconcept.html http://fi.edu/pieces/knox/automaton/motionlplans.htm http://wings.avkids.com/Curriculums/Forces_Motion/ http://www.brighthub.com/education/k-12/articles/35418.aspx
Thank you !
Please copy and paste the link here to view a video on position, velocity and acceleration ! http://www.youtube.com/watch?v=O6OnfqtVzw