1D Motion

Grade/Subject:   11/Physics                 Unit:      Kinematics        

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Students will describe motion in terms of displacement, velocity, acceleration and time.

Students will compose, revise and edit text.

Students will use technology to investigate and/or solve problems

Specific Learning Outcomes:

define, qualitatively and quantitatively, displacement, velocity and acceleration

define, operationally, and compare and contrast scalar and vector quantities

explain, qualitatively and quantitatively, uniform and uniformly accelerated motion when provided with written descriptions and numerical and graphical data

CTS:

use advanced word processing menu features to accomplish a task; for example, insert a table, graph or text from another document

Continue to demonstrate the outcomes achieved in prior grades and course subjects

use appropriate communication technology to elicit feedback from others

4.3 manipulate data by using charting and graphing technologies in order to test inferences and probabilities

LEARNING OBJECTIVES

Students will:

  • Analyze a set of data points
  • Create a set of graphs describing movement
  • Create a lab report with tables of data and images

ASSESSMENTS

Observations:

Periodically check as students

Key Questions

How can we find velocity from position? How can we find acceleration?

Why might we want to

Written/Performance Assessments 

 

LEARNING RESOURCES CONSULTED

Resource #1: Physics textbook

Resource #2: Icebreakers http://www.teaching.utoronto.ca/gsta/teachingtopics/ice-breakers.htm

 

MATERIALS AND EQUIPMENT

PROCEDURE

Introduction:

 
Hook/Attention Grabber:Assessment of Prior Knowledge:

Draw a maze on the board: What’s the shortest path to the end?

Have students think about it, then draw a line from start to finish! Who said you had to stay in the lines!?

Expectations for Learning and Behaviour:

Today we will have a lab outside. If you need to get things from your locker, please do so now. Once we start we must stay together as a group.

Transition to Body:

Let’s practice handout out these sheets and see if we can beat our previous record!

Body:

Learning Activity #1:

Double Bingo! Students must complete the bingo chart by meeting everyone in the class. One side has names, and the other side has things like “has more than 2 siblings”. Once 3 students get bingos then the game stops.

Learning Activity #2:

Run from point A to point B however you like. (give example of going fast, then slow, then back then forward.

Measure out points ever 5 meters and station a student with a stop watch. Have another student film the movement on an iPad.

Students will then meet back in the classroom and we will combine the data into a table. Students then draw a position time graph, a velocity time graph and an acceleration time graph.

Tomorrow we will do this again, and see if you can recreate a run from the data!

Assessments/Differentiation:

Students who are not comfortable working in groups on this assignment may work on their own.

Learning Activity #3:Work Period

Students may check out an iPad to create their lab reports. Reports should include graphs, data and images where applicable.

 

Closure:     

 
Consolidation/Assessment of Learning:

Tomorrow we will grade our lab reports. Please make sure they have the following:

Data chart

Graphs

Explanations

Feedback from Students:

 Socrative quiz

Feedback to Students:

Comments on the lab. What went really well and what things need to be practiced in the future.

Transition to Next Lesson

This is our last day of the review section. We will now jump into the new and exciting world of kinematics! Remember to go unto the website and complete the next lesson.

Sponge activity

http://phet.colorado.edu/en/simulation/maze-game

 

 

http://www.edc.gov.ab.ca/ict/pofs.asp 

Leave a Reply

Your email address will not be published. Required fields are marked *