Date: April 11, 2014

Subject: SCIENCE 10
IRP: Science 10 2008:
Unit 3: C6-Explain the relationship of displacement and time interval to velocity for objects in uniform
motion
Lesson Topic:
Lesson Number: 2
Lesson Time: 75 mins

Student Background Knowledge:

Unit 3: This is the 2
nd
lesson of Chp 8. Students will be introduced to the concept of motion and how
physics is applied to understanding motion. Students will have a prior understanding of distance and
time.

Rationale: To understand the concept of motion.

Purpose: To understand the concept of motion.

Prescribed Learning Outcomes:
C6: Explain the relationship of displacement and time interval to velocity for objects in uniform motion.
Define displacement (change in position, x), time

TSWBAT:

Understand the concept of uniform motion
Analyze a position-time graph
Understand the concept of slope
Graph a position-time graph

Alternative Methods/Strategies to provide optimal challenge for all students:

Provide a lesson plan to learning assistance department.
Key concepts and important information provided for EA
One-on-one assistance from the teacher throughout the lesson to assist students with questions or the
activity
Check for understanding prior to activity work
Challenge Students: Provide examples and ask for class understanding throughout lesson
Have discussion on topic by asking questions throughout presentation and note taking

MATERIALS AND RESOURCES:
Student Handout
Textbook pg 348-355

ASSESSMENT AND EVALUATION:
Student participation
Graph paper
Stopwatches
Meter tape
Ruler

Introduction:

Activity/Time Description/Organization Key Points of
Emphasis
Introduction:
Review lesson
outline.
Quiz:
Time: 10 mins
Attendance.
Quiz on distance and displacement.
Take
attendance



Body of Lesson:

Activity/Time Description/Organization Key Points of
Emphasis
Discussion:
Time: 20 mins































Discussion:
Last class we discussed change in position.
One more very common concept that is discussed in physics is a change in
time.
The difference between the initial time (when an event begins) and a final
time (when an event ends) is called the time interval, t.

We calculate the time interval similarly to how we calculate displacement.
T
f -
t
i
=
If an moose starts walking, passes a stump after 2 seconds, and stops after 10
seconds to nibble on a branch.
What is the time interval between when he passed the stump and found the
branch?
Tf ti = 10 s 2 s = 8 seconds

Thus hs = 8 ss fm h sump h bh

Now that we have discussed time and position let us look more closely at
motion.
Suppose you were ice skating. If you pushed yourself off the boards you
would eventually come to a stop. Why is this?
Friction.
Now imagine there was no friction. When you pushed off the boards you
would never stop. This is called uniform motion: or unchanging motion.

Uniform Motion: objects travel equal displacements in equal time intervals.
They would not speed up or slow down and would not change direction.
In our world there is no such thing as uniform motion but there are some
close examples.

One way to represent the motion of an object is by making a position time
graph.























ACTIVITY 1:
Time: 25 mins


















For objects in uniform motion the graph will be a straight line. Why is this?
(position does not change but time goes by)

Draw graph on overhead:

Position (cm) vs Time (s)
0, 20, 40, 60, 80, 100
0, 1, 2, 3, 4, 5

When graphing data of scientific investigations often the data does not
change in equal time intervals. When we plot motion data we therefore use a
best-fit line.
Best-fit Line: is a smooth curve or straight line that most closely fits the
general shape outline by the points. These lines can be used to estimate
positions and times that are not given in the data. Ie. At 3.5 seconds on our
graph what would our position be? (70 cm).

ACTIVITY 1: Gathering distance/time data from tennis court run.
Have whole class go outside to tennis courts. Need 10 volunteers to take
time intervals (7 up to the 30 meter mark and then 2 recording the opposite
direction from the end at the 5 meter and 10 meter marks. 1 additional timer
at the 30 meter mark to record a time interval of 10 seconds where teacher is
not in motion.

Lay out meter tape and along each meter have a student with a stopwatch
(10 points). Have the tape have a total length of 30 feet when teacher runs
at the end so that it will apply to both displacement and distance, velocity
and speed.

Three different student runners + 1 teacher runner:
Runner 1 goes first data taken down by time stoppers at each point on tape
Runner 2: Data taken down by stoppers at each meter interval respectively
Runner 3: same as above
Runner 4: me times are similarly as above taken for teacher runner.
Teacher runner will stop for 20 seconds at the end before turning around, so
that a zero slope will be included in the position-time graph.

Data is collected and I write up the data on overhead.
Students copy down data table.

This data table to be used to calculate speed and velocity. To be graphed next
class. If enough time students can begin graphing the data.


Closure:

Activity/Time Description/Organization Key Points of
Emphasis
Closure:
Time: 5 mins
Closure: Next class Quiz on uniform motion and change in time.
Homework: Pg. 361 #7-13

Give homework


The unit opening photo features people riding on a roller coaster. It is obvious from the photo
that the riders are experiencing motion that is more dramatic than normal everyday motion. The
roller coaster provides its riders with large accelerations by rapidly changing both speed and
direction. Most students will have experienced the thrill of an amusement park ride, and
therefore this is an excellent representative photo for this unit. USING THE UNIT OPENER A
good starting point of discussion for this unit may be to ask students to relate their experiences
on amusement rides. Then ask What part of the ride was thrilling, and what made it thrilling?
Students responses may include comments about speed, quick changes in directions and height,
and the sensation of falling. Discuss these responses by comparing them with normal motion.
The speed of most roller coasters is less than the speed travelled by cars on major high- ways.
What makes the speed on a roller coaster thrilling is the rate at which the speed is changed.
Students could consider the sensation of riding in a car coasting to a stop compared to riding in a
car when the brakes are suddenly applied. It is not just the change in speed that contributes to the
experi- ence but also how quickly the speed is changed. Many amusement park rides feature a
quick change in direction rather than a quick change in speed. Again, it is how quickly the
direction changes that causes the thrill. You could ask students to com- pare driving a car around
a gradual corner on a road with driving around a tight corner at the same speed. The rate at which
the direction of the car is changed is greater for the tight corner. Some rides rely on gravity to
change the speed of the passengers. You might ask the students How does the speed of the ride
at the bottom of a high drop compare to the speed at the bottom of a small drop? Most students
will be aware that objects speed up as they fall. This can then be related to the fact that the
greater the distance of the fall, the longer the time to fall, and therefore the greater the change in
speed. You may want to hand out BLM 3-1, Unit 3 Summary, and BLM 3-2, Unit 3 Words to
Know, to help students record their understanding of the unit and important terms.
GETTING STARTED, p. 340341
USING THE TEXT After students have read the Getting Started section, ask them to identify
the concepts used to describe the motion of the baseball, batter, soccer ball, and goal- keeper. In
order to describe motion, students will probably use speed, distance, and time. Ask students to
explain why direction is also an important concept. For example, if the pitcher instead throws the
ball the same speed but away from the batter, it totally changes the game. Ask the students
What factor(s) determine how quickly the batter or goalkeeper needs to react? The speed of the
object, the distance the object travels to the person, and the direction of the balls motion will
determine the amount of time needed to react.
USING THE ACTIVITY
Think Fast Purpose Students investigate the relationship between the velocity of an object and
its displacement during a given time interval. Advance Preparation
Time Required 20 min Safety Precautions None Science Background As the metre stick is
allowed to drop greater dis- tances, the downward velocity of the metre stick increases. This
means that the metre stick will be travelling with a greater velocity when the student tries to stop
it at the 80 cm mark as compared to the 20 cm mark. As the velocity of the metre stick increases,
it has a greater displacement in equal time intervals. Since the students reaction time is fairly
consistent, the displacement of the metre stick increases as its velocity increases.
WHENBecause of this, it is more difficult to stop the metre stick at the 80 cm location than at the
20 cm loca- tion. Individual student results may not show this trend as well as a class average.
Activity Notes Students will need to work in pairs or small groups. Students should not drop
their hand when doing this activity. To ensure this, advise students to hold their elbow tight to
their side or place their fore- arm on a high table. The student releasing the metre stick should
not fake dropping the metre stick before releasing it. The tape used for marking the location
should not be so large that it impedes catching the metre stick. Each student should only
perform one trial at each mark. Supporting Diverse Student Needs Encourage ESL students to
draw a sketch of the apparatus with labels for all the materials. This is a very good hands-on
activity for tactile and visual learners. For enrichment, students could graph the class results
and then use the graph to predict what the class value for 65 cm might be. Their prediction could
then be tested.
What Did You Find Out?
Answers 1. The class was able to stop the stick closest to the 20 cm mark. The class was farthest
from the mark when trying to stop the metre stick at the 80 cm mark. 2. The metre stick is
travelling faster at the 80 cm mark than at the 20 cm mark. 3. The faster the metre stick is
travelling, the less accurate the results will be. This is because the stick metre stick is travelling a
greater distance in the same time when travelling at a larger speed.
CHAPTER 8 OPENER, p. 342343
USING THE PHOTO AND TEXT The opening photograph of sprinters provides a good
opportunity to discuss the concepts of motion. Have students read and discuss the chapter
opening text. Ask students how the motion of the runners is different in the first 50 m as
compared to the last 50 m of the race
Since the boy in the red shorts is currently winning, does that necessarily mean that he is
currently running faster than the other racers? Explain. What does it mean to win a race? If a
runner is winning at the 50 m mark, does that mean he will win at the 100 m mark? Explain. In
order for a race to be fair, what motion vari- ables must be the same for all the runners? When
running the 400 m race, all runners begin at different starting locations so that they all finish at
the same location after running a distance of 400 m. Ask students to explain the difference
between location and distance.
USING THE WHAT YOU WILL LEARN/WHY IT IS IMPORTANT/SKILLS YOU WILL
USE Have students read the Why It Is Important section. Ask them to explain when they have
described and analyzed motion in their daily life. Encourage students to read the Skills You Will
Use. Take this opportunity to discuss observation skills and how we might use instruments to
measure time and displacement.
USING THE FOLDABLES FEATURE Refer to the Foldables section in this resource.
8.1 THE LANGUAGE OF MOTION
BACKGROUND INFORMATION A vector quantity has both a magnitude and a direction,
whereas a scalar quantity has a magnitude only. The position of an object cannot be ascer- tained
unless both a distance and a direction are given, therefore position is a vector. Time does not
have a direction and therefore is a scalar. At higher grade levels in physics, the use of vectors
becomes very important but requires more mathematical applications. At this grade level,
students need to understand that vectors require both a magnitude and a direction and that
opposite directions must be given opposite signs (positive or negative). Keeping all motion along
a straight line (linear) makes using vector quantities easier for this grade level.
Uniform motion is defined as equal displacements in equal time intervals. In the real world, true
uni- form motion cannot be readily observed. This is due mostly to friction acting on the object
or the object not travelling in perfectly straight lines. There are, however, many situations in
which the motion is very close to uniform. Treating these near uniform motions as perfectly
uniform allows us to analyze the motion in a more simplistic manner.
COMMON MISCONCEPTIONS Students may confuse the concepts of distance, position,
and displacement. Distance is a scalar and therefore is not determined by the direction of motion.
Both position and displacement are vec- tors and therefore require a direction. Many students
believe that uniform motion means only that the object is not speeding up or slowing down.
Since uniform motion is defined in terms of equal displacements, the object must be travelling
not only at the same speed but also in the same direction.
ADVANCE PREPARATION Several of the activities in this section require a calculator and
graph paper. Advise students to bring these items to class. Activities 8-1E on pages 356357 of
the student book and 8-1F on pages 358359 of student book require the use of a recording timer
and ticker tapes. Students may not have any prior experience using this equipment. If this is the
case, take extra time to prepare students for its use. Activity 8-1F on pages 358359 of the
student book has the option of using a motion sensor and a computer. Students may not have any
prior expe- rience using this equipment. If this is the case, take extra time to prepare students for
its use. Tutorials for using motion sensors connected to a computer can be found at
www.bcscience10.ca. Useful research materials for advance preparation can be found at
www.bcscience10.ca.
INTRODUCING THE SECTION, p. 344345 Using the Text Have students read the text on
page 344345. Since the time to complete the race in 1968 was about twice as long as it took in
2000, ask students to com- pare the average speed of the boats in both races.