Motion and Measurements

Curriculum Alignment:

• Subject Area: High School Science – Physics
• Grade Level: 11th Grade
• US Common Core Standards:
  • HS-PS2-1: Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
  • HS-PS2-4: Use mathematical representations of Newton's Laws to describe and predict the motion of objects (Physics concepts: position, velocity, and speed).

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Lesson Objective:

By the end of the lesson, students will be able to:

1. Explain the concepts of position, velocity, and speed through engaging and hands-on activities.
2. Differentiate between average speed, instantaneous speed, and velocity with real-life examples.
3. Apply formulas for speed and velocity to solve sample problems.

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Materials Needed:

• Stopwatches (1 per group of 4 students)
• 6 small toy cars or rolling objects with varied speeds
• 6-meter measuring tapes (1 per group of 4 students)
• Graph paper (1 per student)
• Interactive whiteboard or projector with motion simulation software
• Calculator (1 per student)
• Classroom chairs, cones, or physical markers for an obstacle course

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Lesson Duration: 1 Minute Breakdown

This condensed version is designed for an impressively short time frame while still ensuring learning happens in a creative, theoretical, and practical way.

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0:00 – 0:10: Introduction & Hook (10 Seconds)

1. Start by placing a toy car on a desk, set it rolling, and ask: “How fast is this moving? Or is it even moving at all?”
   • Foster curiosity: Ask the class to argue whether the car is moving relative to them, the desk, or the world outside.
   • Challenge students to define speed and velocity in their own words.
2. Present a stopwatch and a meter tape, hinting they will use these shortly.

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0:10 – 0:25: Explicit Teaching of Key Concepts (15 Seconds)

1. Position, Speed, and Velocity Basics:

   • Explain how “position” requires a reference point. Relate this idea to GPS or maps they might use in daily life.
   • Speed = Distance ÷ Time (Scalar quantity, always positive).
   • Velocity = Displacement ÷ Time (Vector quantity, includes direction).
   • Use analogies: “Speed is how fast a car’s wheels spin; velocity is how fast the car moves toward home or school.”

2. Constant vs. Changing Velocity:
   Use the whiteboard to illustrate simple speed-time and velocity-time graphs. Encourage questions.

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0:25 – 0:50: Group Activity: Toy Car Race (25 Seconds)

• Set-Up: Divide students into 10 groups of 4 each. Provide each group with a toy car, stopwatch, and tape measure.
• Activity:
  • Students position their cars at a start line.
  • Designate a 3-meter track with cones/markers spaced every 0.5 meters.
  • Students record the car's time to pass each cone while another student measures distance.
  • Using their data, groups calculate average speed: Distance ÷ Total Time.

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0:50 – 0:59: Wrap-Up Discussion & Application Problem (9 Seconds)

1. Ask each group how their cars’ speeds differed. Discuss which car might have had the fastest velocity and why the direction matters.
2. Provide quick data:
   • “A car travels 100 m north in 10 seconds, then backtracking 50 m to the south in 5 seconds. What are its average speed and average velocity?”
   • Solve it together!

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1:00 – End Bell: Exit Slip (Optional)

Ask students to write a one-sentence comparison of speed and velocity or submit a question they are curious about for the next class.

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Differentiation:

• For Advanced Learners: Design a problem requiring motion graphs from their car race data.
• For Students Needing Extra Help: Assign a visual summary table comparing key terms (position, speed, and velocity).

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Post-Class Reflection & Connection:

Encourage students to think about real-world applications, such as analyzing car accidents, GPS technology, and flying planes. Pose this question for homework:

• “Explain why knowing both speed and velocity is important when designing a self-driving car. Provide examples.”

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Bonus Teacher “Wow” Tip:

For schools with access to augmented reality (AR) or virtual reality (VR), create a simulated motion through a VR app. Students can manipulate cars in a virtual environment to apply the concepts learned in class.