Concept Presentation- Motion
• Sheeladevi Ravindran
• Alexandra Kaklamanos
Motion
What are your thoughts on motion?
Motion involves a change in the position of an
object over time.
Motion can be described using mathematical
relationships.
Many technologies that apply concepts
related to kinematics have societal and
environmental implications
Overall Expectations
• B1. analyse technologies that apply concepts
related to kinematics, and assess the
technologies’ social and environmental impact;
• B2. investigate, in qualitative and quantitative
terms, uniform and non-uniform linear motion,
and solve related problems;
• B3. demonstrate an understanding of uniform
and non-uniform linear motion, in one and two
dimensions.
Motion
Prior Knowledge
• Grade 2 : Movement
• Grade 3 : Forces causing movement
• Grade 5 : Forces acting on structures and
mechanisms
• Grade 7 : Form and Function
• Grade 8 : Systems in Action
Student Objectives/Learning Outcomes:
The student will:
 Identify forces that result in motion
 Investigate and measure propulsion, gravity, and
friction
 Demonstrate and explain the effect of balanced and
unbalanced forces
 Measure and graph movement of an object to calculate
velocity
 Apply forces and motion to a real-life experience
through technology
Hook
Student Challenges
- Undifferentiated view
-
Position, Velocity & Acceleration
Speed vs. Velocity
Distance vs. Displacement
Velocity vs. Acceleration
- Creating and Understanding graphs
Common Misconceptions
 Time can be measured without knowing the beginning of the interval.
 The location of an object can be described by stating its distance from
a given point, ignoring direction.
 The distance an object travels and its displacement are always the
same.
 An object’s speed is the same as its velocity.
 If an object is accelerating, then the object is speeding up.
 An object’s acceleration cannot change direction.
 Acceleration always occurs in the same direction as an object is
moving.
 If an object has a speed of zero (even instantaneously), it has no
acceleration.
Lesson 1 – Frame of Reference
Lesson 2 – Position & displacement
Lesson 3 – Speed vs. Velocity (vectors)
Lesson 4 – Velocity
Lesson 5 – Acceleration
Lesson 6 – Circular Motion
Lab: Motion of a Motorized Cart
Purpose:
To study the motion (position, displacement, velocity,
and acceleration) of a motorized cart. To practice constructing
position vs. time and velocity vs. time graphs for a motion.
Equipment:
constant velocity motorized cart
meter stick or metric tape
about 2 meters of ticker tape
graph paper
masking tape
stopwatch or watch with a seconds hand
data table
grading rubric
Procedure:
Setup:
1.Fasten a 2-meter strip of ticker tape to your lab table
with masking tape.
2.Place the motorized cart beside the tape, near one end.
Mark the cart's starting position on the tape.
3.Adjust the speed of the cart so that it takes at least 30
seconds for the cart to move the length of the tape.
Taking the Data:
4.There are 3 jobs:
4. one person's job is to release the cart at the start of
the run
5. a second person marks the position of the cart on
the ticker tape
6. the third person watches the clock and calls out
regular (5 second intervals might be convenient)
time intervals.
5.You may want to make a couple of practice runs in order
to get everyone coordinated, and remember that the tape
has another side if you mess it up. When you are ready,
release the cart and record its positions.
Analysis:
Use a meter stick to measure each position of the cart (from the start).
Record your data in the data table
Plot each position/time data pair on a position vs. time graph. Title the
graph, select scale and title axes.
Draw the straight line (use a straight edge) that best fits your data points.
DO NOT "connect the dots". Calculate and record the displacement of the
cart during each time interval.
Calculate and record the average velocity (displacement/time) of the cart
during each time interval.
Plot each velocity/time data pair on a velocity vs. time graph. Title graph,
select a scale, and title axes.
Draw the straight line (use a straight edge) that best fits your data points.
DO NOT "connect the dots".
Calculate the slope of the position vs. time and velocity vs. time graphs.
Show your calculation.
Discussion Questions
1.How do successive displacements of the cart
compare? Why?
2.What is the slope of the position vs. time graph?
What is the significance of this value?
3.How would the position vs. time graph be different if
the cart had gone faster or slower?
4.What is the slope of the velocity vs. time graph?
What is the significance of this value?
5.Was the velocity of the cart more-or-less constant
during its motion? How do you know?
6.How would the velocity vs. time graph be different if
the cart had gone faster or slower?
7.What was the acceleration of the cart during its
motion? How do you know?
The good thing with the labs in this unit is
that they do not require any specific safety
procedures to be set in place BUT students
should still be reminded that all equipment
ought to be used as instructed, and that NO
HORSEPLAY will be tolerated. Students who
do not follow the rules will be asked to sit
out and will get a failing mark on the
specific assignment.
Assessment: Rubric
Data for time and position are entered accurately and neatly.
0-1
Calculations Displacements and average velocities are correct and
readable.
0-1
Sample Calculations Sample calculations for displacement and
average velocity are complete, correct, and clearly shown.
0-1
Graphs Position vs. time and velocity vs time graphs are accurate.
The position and velocity axes are clearly and correctly labelled. A
best-fit line has been drawn.
0-3
Results & Conclusions Questions are answered clearly and correctly
using literate, complete English sentences.
0-4
Total 0-10
Possible Teaching Strategies
Constructivist teaching strategies :
- Pretest
- Group Learning
- Student debates
- Demonstrations
- Micro Computer Laboratory
- Student/ Teacher initiated inquiries
- Field trip
Other Teaching Ideas
• Power Point:
http://www.batesville.k12.in.us/Physics/PhyNet/Mechanics/Kinemati
cs/kine_in_a_nutshell.htm
• Other Labs: Accelerated Motion,
Acceleration due to Gravity, Circular
Motion
• Amusement Park Field Trip
• Problems Solving – Numerical and Nonnumerical
• Practical Application
Inquiry Activity
Please refer to the handout on « Moving Man
– Simulation » and do the exercise online.
Moving man clicker QUIZ
Draw a velocity-time graph would best depict
the following scenario?
A man starts at the origin, walks back slowly
and steadily for 6 seconds. Then he stands
still for 6 seconds, then walks forward
steadily about twice as fast for 6 seconds
If the acceleration is Zero, the man
must be standing still
• A. True
• B. False
• Velocity and acceleration are always the same
sign (both positive or both negative).
A. True
• B. False
Math in Science
• Problem 1
• In last week's Homecoming victory, Al Konfurance, the
star halfback of South's football team, broke a tackle at
the line of scrimmage and darted upfield untouched.
He averaged 9.8 m/s for an 80-yard (73 m) score.
Determine the time for Al to run from the line of
scrimmage to the end zone.
• Audio Guided Solutionhttp://www.physicsclassroom.com/calcpad/1dkin/prob
4.
•
Math in Science
• Problem 2
• The Lamborghini Murcielago can accelerate
from 0 to 27.8 m/s (100 km/hr or 62.2 mi/hr)
in a time of 3.40 seconds. Determine the
acceleration of this car in both m/s/s and
mi/hr/s.
• Audio Guided Solutionhttp://www.physicsclassroom.com/calcpad/1
dkin/prob7.cfm
Practical Applications
• Speed gun - for measuring the speed of a
ball
• Accelometers used in video consoles
• Photo radars – in cars
• GPS
Students should research how some of these
work and share with others.
Useful Websites
http://www.batesville.k12.in.us/Physics/PhyNet/Mechanics/Kinematics/kine_in_a_nutshel
l.htm
http://homepage.mac.com/vtalsma/misconcept.html
http://fi.edu/pieces/knox/automaton/motionlplans.htm
http://wings.avkids.com/Curriculums/Forces_Motion/
http://www.brighthub.com/education/k-12/articles/35418.aspx
Thank you !
Please copy and paste the link here to view a
video on position, velocity and acceleration !
http://www.youtube.com/watch?v=O6OnfqtVzw