Science of NHL Hockey: Kinematics
Subject Area: Physical Science, Math
Grade Level: 5–8 (Physical Science)
Lesson Title: Kinematics
National Science Education Standards:
 Science as Inquiry: 5–8
 Motions and Forces: 5–8
Suggested Prior Knowledge: definition of speed; definition of constant acceleration; use of
stopwatch and measuring tape or meter stick
Purpose and Introduction: This video focuses on the motion of individual hockey players,
making the relationship to science concepts of speed, velocity, and acceleration. The activity
enables students to understand the basics of kinematics and to measure speed and acceleration
with simple equipment.
Key Vocabulary:
acceleration—change in velocity over time; either a change in speed or a change in the
direction of motion.
kinematics—description of the motion of objects without consideration of the causes of the
motion.
position—the location of an object in space.
velocity—the change of an object’s position over time.
Objectives:
1. Students will design and carry out an investigation to measure acceleration.
2. Students will determine the relation between speed and constant acceleration.
3. Students will determine the dependence of acceleration on the inclination of a ramp.
Materials:
- safety goggles
- hard rubber ball (if available, a hockey puck for a visual connection)
- grooved track 1 m long (if unavailable, substitute a board with cardboard taped to the end to
create a ramp)
- two books of the same thickness
- measuring tape or meter stick
- two stopwatches
Procedure:
1. Review with students the definitions of speed and velocity. Remind them how time, distance,
and speed are related. Summarize the discussion of acceleration in the video. Speed and
acceleration are crucial for players in hockey (and other sports, such as basketball, soccer,
lacrosse, and jai alai). Speed and acceleration are also vital to moving the puck (or a ball, in
other sports). Make sure students recognize acceleration can be either a change in speed or a
change in direction.
2. Discuss with students how they can design an experiment to measure acceleration. Begin
with a leading question, such as How can you describe the motion of a moving hockey puck?
Then guide discussion with questions such as the following:
 What kind of acceleration does a falling puck undergo?
 How can you slow down this acceleration so that it is easier to study?
 What equipment is necessary to measure the acceleration?
 How can you vary the rate of acceleration?
 What formula for velocity involves a constant acceleration?
This should take some time. A good discussion about acceleration can lead to students
deriving the formula v2 − v1/t2 − t1
3. Lab protocols should be followed, incorporating safety equipment. Goggles must be worn at
all times.
4. The basic procedure suggested here is to measure the final speed of a ball that rolls down a
track for various time intervals. From their measurements, students should be able to find a
linear equation relating speed and time. However, students may prefer to construct another
activity using these materials. For instance, they may choose to measure the time a ball takes
to roll several distances down the track and relate those times to the distance it rolls on the
ramp. Encourage students to think of other ways to measure acceleration.
5. If students need prompting, suggest they begin by propping up one end of a track with a
single book. Students can then measure the time a ball takes to roll a fixed distance after it
reaches the bottom of the track. One student measures the time from the top of the track to
the bottom, and a second measures the time from the top of the ramp to the end of the level
course. Then the first time is subtracted from the second. Encourage students to increase
accuracy by making repeated measurements and averaging them.
6. After students measure times for a few different distances on the track, they should graph
speed on the level vs. time accelerating. (Distances such as 5 cm, 20 cm, 45 cm, and 80 cm
are convenient to work with, but students may not recognize this.) The graph should show a
straight line, and students can calculate the acceleration using the formula v = at.
Data
Angle of Track Distance Down
(degrees)
Track (meters)
Time to
Bottom of
Track
(seconds)
Time to End of
Level Course
(seconds)
Time on Level
Course
(seconds)
Speed on the
Level (m/s)
7. Suggest students increase the angle of inclination of the track and repeat their procedures,
measuring the times for the same distances as in their first trials. When the track is propped
up with two books, the acceleration should be twice that measured for a single book.
8. Revisit the video to make connections between the aspects of kinematics of the balls on the
track and the hockey players on the ice. Have students compare their graphs and calculations
to those in the video.
9. To conclude the activity, ask students to think about a hockey player skating in a circle at a
constant speed.
 What does it mean to say that the speed of the hockey player is constant?
 Is the velocity of the player constant? How do you know?
 Is the hockey player accelerating as he moves around the circle?
If students are familiar with vectors, show them the diagram below for an object that moves
in a circle with constant speed v. Ask them to describe how the acceleration of the hockey
player changes.
Figure 1
Additional Resources:
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http://www.physics.ucla.edu/demoweb/demomanual/mechanics/kinematics/accele
ration_down_an_inclined_plane.html
http://www.utm.edu/departments/cece/cesme/psam/PSAM/psam17.pdf
http://www.quora.com/What-is-the-maximum-speed-ice-hockey-players-reach
http://www.real-world-physics-problems.com/physics-of-hockey.html
http://www.hockeyplayer.com/paid/publish/article_359.shtml
http://www.laurastamm.net/Power-Skating-Crossovers.aspx
Student Worksheet for Kinematics
Experiment Title: _____________________________Date: __________Name: _____________
Student Hypothesis or Question:
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Materials:
- safety goggles
- hard rubber ball (if available, a hockey puck)
- grooved track 1 m long (if unavailable, substitute a board with cardboard taped to the end to
create a ramp)
- two books of the same thickness
- measuring tape or meter stick
- two stopwatches
Procedure: (Include all safety procedures.)
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Conclusion: ___________________________________________________________________
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