Name:
Date:
Period/Class:
Newton and Copernicus: Lesson #29b
1c: Students know how to solve problems involving distance, time, and average speed.
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Directions: When you have correctly assembled the nine panels your teacher will
give you this copy of lesson 29. Answer the questions on the back first, then…
Read through the strip again. Write out what Copernicus would say when explaining
what he would do to measure Newton’s speed. Copy your answer neatly in the empty
text bubble.
A Newton and Copernicus Companion: Copyright August 2007, J.C. Olson.
Name:
Date:
Period/Class:
Newton and Copernicus: Lesson #29a
1c: Students know how to solve problems involving distance, time, and average speed.
1: Why does Newton choose the “zero end” of the meter stick for a reference point?
2: What two tools of measurement did Newton and Copernicus use in their experiment?
Did they use them correctly?
3: Why did Copernicus say, “Ha, I was hardly trying”?
4: Newton used the formula, S = d/t. Rewrite the formula using the words represented by
each of the variables.
5: Check Newton’s calculations using the speed formula. (Show your work) Did he find the
correct speed? Why did he use cm/second (centimeters per second) instead of meters?
8
100
A Newton and Copernicus Companion: Copyright August 2007, J.C. Olson.
Newton and Copernicus: Lesson #29
LESSON GUIDE:
Vocabulary: calculations, formula, solve
Academic Vocabulary: reference point, meter stick, experiment, meter,
centimeter, speed formula
After the group activity, give each student a copy of lesson #29a and #29b.
For #29a
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A: Have students read the text silently and carefully observe the background of
the drawing to look for supporting information. (V)
B: Have students read through the questions and circle the number of each question
they feel they would be able to respond to.
Pair/Share.
C: Give each student about half a minute to review with their partner what they
discussed in their group activity. (A)
D: After the pair discusses questions 1-5, each student should draw a box around
the number (or circled number) of each question they would be able to respond to.
E: Select sets of volunteers to act out the strip in front of the class using a timer,
meter stick, and rat puppets (or cut outs)
F: Students individually write out their responses to questions 1-5.
For #29b
In the final panel, students should have Copernicus explain what he would do to find
Newton’s speed. Students should write the text on a separate sheet then copy it neatly
into the bubble. (This can be used as an assessment). Have them write assuming that
Copernicus understands what happened. (Do not accept wrong or confused responses).
Answers for 1-5
1: Since Copernicus is walking a distance of 100cm, he should start at the zero end
and walk to 100. He is moving away from the reference point, so he will be in motion.
2: A meter stick for distance, a timer for time. They are used correctly.
3: He is hinting that he could have gone faster. (It is a human response)
4: Speed = distance/time
5: 100/8 = 12.5. His calculations are correct (12.5 cm/s). Centimeters are the best
unit of measurement for a distance of this length. Had he used meters, the
response would have been .125 meters per second, which is not as easy to visualize.
Use #29b for the key to check the group work.
A Newton and Copernicus Companion: Copyright August 2007, J.C. Olson.