9 th Grade Science (1.5 class periods) Content Standards: 5.2.12.E.1- Compare the calculated and measured speed, average speed, and acceleration of an object in motion 5.2.8.E.1- Calculate the speed of an object when given distance and time. MS-PS2-3- Ask questions that can be investigated within the scope of the classroom, outdoor environment, museums and other public resources and, when appropriate, frame a hypothesis based on observations and scientific principles MS-PS2-5- Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation. Objectives: Calculate speed from a set of collected data Calculate average speed using collected class data Discuss stopping distance and apply the concept to the schools basketball court Investigate the safety of the schools basketball court, applying the concepts of speed, stopping distance, and reaction time. Accurately represent data in a graphical format
Essential Questions: What is the speed of the fastest student in the class? What is the average speed of the class for a 25 meter run Could the basketball court in the school yard be considered safe? o Is the distance between the foul line and surrounding walls enough to ensure the safety of the players? Is there a correlation between reaction time and stopping distance, when the data from our class is graphed?
Assessment: Performance Based Assessment- Students will be assessed on their performance during the two outdoor activities, as well as their performance in generating graphical representations of their collected data
References: - Student text book: Prentice Hall Science Explorer Motion, Forces and Energy Book M. Pearson Education Inc. Boston Massachusetts. Copyright 2009
Materials/resources: - Textbook - Worksheet/ graph - Pencil - Stopwatch - Metersticks - Chalk - Tape measure (meters) PERFORMANCE BASED ASSESSMENT Teaching Procedures: 1. Pose a question about stopping distance a. Ask students: How would you define stopping distance? What does the term stopping distance mean to you? What situations can you think of where stopping distance is important? i. Examples: driving a car, running, etc. 2. Ask questions regarding the safety of the schools outdoor basketball court a. Do you think the distance between the foul lines and the building is enough for students to be able to safely stop before crashing into the wall? b. How can we determine what an appropriate distance between the foul line and the wall should be? 3. Give handout with activity to complete a. Discuss activity briefly 4. Take students outside: a. Mark off 25 meters on the school yard. b. Have students (one at a time) sprint to the 25m line and try to stop immediately at the line. c. Record the time it takes for the students to run 25m d. Measure the distance from the line to where the student stopped and record that in the table e. While students are running have the other students measure each others reaction times i. Each student chooses a partner ii. One partner holds a meter stick between the others thumb and index finger iii. Without warning the meter stick is dropped and must be caught iv. Measure the number of cm the meter stick traveled before being caught and record it in the table provided under reaction distance 5. After all students have completed both activities, return to the classroom for a discussion 6. Since the students learned in the previous lesson how to calculate speed, and average speed, they can begin using the data they collected to answer the corresponding questions 7. For homework the students will complete the rest of the worksheet, graph the data and return ready to discuss their investigation on the next class session.
PERFORMANCE BASED ASSESSMENT Name: ______________________________________________ Stopping Distance & Reaction Time Problem: The school will put a new basketball court in a small area between two buildings. Safety is an important consideration in the design of the court. What is the distance needed between an out of bounds line and the wall so that a player can stop before hitting a wall. Part 1: Reaction Time A partner will drop a meter-stick between your thumb and index finger without giving you a warning. Grab the meter stick before it falls and record the distance the stick traveled before you caught it in the table under Reaction Distance Part 2: Stopping Distance 1. You will be timed to run 25 m 2. You will come to a stop as quickly as possible once you reach the 25 m line 3. Your partner will measure how far after the 25m mark you moved before stopping 4. Record your time and stopping distance in the chart below 5. You must collaborate with all groups to gather data for every student in the class
Class Data Student Name Reaction Distance (cm) Running time Stopping Distance
PERFORMANCE BASED ASSESSMENT
Analyze and Conclude 1. Calculate the speed of the student that ran the 25m course the fastest.
2. Calculate the average speed of the class.
3. What other factors should you take into account when applying the results to a real basketball court?
4. Suppose you calculate that the distance from the out of bounds line to the wall is too short. Write a proposal to the school and make a suggestion for the safety of the students.
5. Do you notice any correlation between stopping distance and reaction time, from your data?
PERFORMANCE BASED ASSESSMENT On the graph below, graph the data for time vs. stopping distance. Is there a relationship between time and stopping distance? Remember to label your X and Y axis and use the correct units. A data table has been provided for you to arrange your data appropriately.
PERFORMANCE BASED ASSESSMENT Performance Based Assessment Rubric Activity Participation/ Performance Criteria 3 2 1 Score
Focus on the task
Consistently stays focused on the task and what needs to be done. Very self- directed. Focuses on the task and what needs to be done some of the time. Other class members must sometimes remind this person to stay on-task
Rarely focuses on the task and what needs to be done. Lets others do the work
Working with others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Effort Work reflects this student's best efforts. Work reflects some effort from this student. Work reflects very little effort on the part of this student.
Attitude Always has a positive attitude about the task(s). Usually has a positive attitude about the task(s). Often has a negative attitude about the task(s).
Movement Actively participates in the movement activities Lack of enthusiasm in displayed during the movement activities Does not participate in the movement activities
Follows Directions Accurately follows all directions; does not need directions to be repeated Does not follow directions the first time and needs repetition
Does not follow directions
Graphing Performance Criteria 3 2 1 Score
Accuracy of Plot All points are plotted correctly and are easy to see. A ruler is used to neatly connect the points or make the bars
All points are plotted correctly and are easy to see.
Points are not plotted correctly OR extra points were included.
Type of Graph chosen
Graph fits the data well and makes it easy to interpret. Graph is adequate and does not distort the data, but interpretation of the data is somewhat difficult.
Graph seriously distorts the data making interpretation almost impossible.
Data Table Data in the table is well organized, accurate, and easy to read. Data in the table is accurate and easy to read. Data in the table is not accurate and/or cannot be read.
Labeling of X axis The X axis has a clear, neat label that describes the units used for the independent variable
The X axis has a label.
The X axis is not labeled.
Labeling of Y axis The Y axis has a clear, neat label that describes the units and the dependent variable