Motion - Investigating Motion Graphs
Initial Publication Date: August 25, 2009
Summary
In this lesson students investigate motion graphs. Students predict what the distance time graph and velocity time graph would look like for a student walking across the room for each of the following scenarios:
* an object at rest
* an object moving in the positive direction with a constant speed
* an object moving in the negative direction with a constant speed
* an object that is accelerating in the positive direction, starting from rest
Students use a motion detector to act out scenarios that will be displayed on a smart board or from a projector onto a screen. Students compare their prediction to the motion graph produced from the motion detector. Once each scenario has been completed students participate in the motion graph challenge. Students are broken up into groups of 3- 4. Each group is given a different distance vs. time graph or Velocity vs. time Graph. In groups students discuss and interpret the graph then one student from the group attempts to match the graph using the motion detector.
CollapseLearning Goals
-Analyze the motion of a student walking across the room.
-Predict, sketch, and test distance vs. time graphs.
-Predict, sketch, and test velocity vs. time graphs.
-Predict, sketch, and test distance vs. time graphs.
-Predict, sketch, and test velocity vs. time graphs.
Context for Use
I developed this lesson to be used in my 6th grade physical science class at Woodbury Middle School. The lesson would work for class sizes up to 34 and is a two-day activity. This could be a class demo or lab depending on the number of motion detectors and computers available. I do not have enough motion detectors and computers available for each lab group therefore the activity will be primarily as a class demo where students work in groups. If resources are available the lesson could easily be adapted to be used as a lab in which students work in their lab groups. Students should have an understanding of motion, speed, velocity and acceleration prior to this activity.
Description and Teaching Materials
Adapted From: "Physics with Computers" published by Vernier Software, www.instruction.greenriver.edu/.../graph_matching_computer.pdf
Materials: Motion Graph Work Sheet, Motion Detector and Computer that has graphing software installed, projector to display graphs produced by the motion detector.
Day one: Distance Vs. Time Graphs
- Pass out Motion Graph Work Sheet to each student. Discuss where the origin is and how the positive position is increasing to the right. Read through each scenario and have students predict what they think the graph would look like. Discuss as a class the ideas for each scenario.
- Select a different volunteer for each scenario and have students act out the scenario. After each scenario students draw the graph produced by the motion detector. Discuss as a class key points of the graph for each scenario.
Closure Activity:
- Motion Graph Challenge 1 - Distance vs. Time Graph: Break students in to groups of three or four. Display one of the Motion Graph Challenge Graphs on the board. Have each group interpret the motion and select one student to match the graph using the motion detector.
Day Two: Velocity vs. Time Graphs
-Review the concept of velocity and how a velocity-time graph would be different than the distance time graphs produced yesterday.
- Have students predict what the velocity graph would look like for each scenario. Discuss predictions as a class.
- Have students act out each scenario using the motion detector and draw graphs displayed from the motion detector. Discuss as a class key points of the graph for each scenario
Closure Activity:
Motion Graph Challenge 2: Velocity vs. Time Graph: Break students in to groups of three or four. Display one of the Motion Graph Challenge Graphs on the board. Have each group interpret the motion and select one student to match the graph using the motion detector. Moiton Graph Worksheets (Microsoft Word 136kB Aug25 09)
Materials: Motion Graph Work Sheet, Motion Detector and Computer that has graphing software installed, projector to display graphs produced by the motion detector.
Day one: Distance Vs. Time Graphs
- Pass out Motion Graph Work Sheet to each student. Discuss where the origin is and how the positive position is increasing to the right. Read through each scenario and have students predict what they think the graph would look like. Discuss as a class the ideas for each scenario.
- Select a different volunteer for each scenario and have students act out the scenario. After each scenario students draw the graph produced by the motion detector. Discuss as a class key points of the graph for each scenario.
Closure Activity:
- Motion Graph Challenge 1 - Distance vs. Time Graph: Break students in to groups of three or four. Display one of the Motion Graph Challenge Graphs on the board. Have each group interpret the motion and select one student to match the graph using the motion detector.
Day Two: Velocity vs. Time Graphs
-Review the concept of velocity and how a velocity-time graph would be different than the distance time graphs produced yesterday.
- Have students predict what the velocity graph would look like for each scenario. Discuss predictions as a class.
- Have students act out each scenario using the motion detector and draw graphs displayed from the motion detector. Discuss as a class key points of the graph for each scenario
Closure Activity:
Motion Graph Challenge 2: Velocity vs. Time Graph: Break students in to groups of three or four. Display one of the Motion Graph Challenge Graphs on the board. Have each group interpret the motion and select one student to match the graph using the motion detector. Moiton Graph Worksheets (Microsoft Word 136kB Aug25 09)
Teaching Notes and Tips
I chose to do this activity as more of a class demo / discussion rather than an individual lab. This is in part due to lack or resources and the level of difficulty using the computer software for 6th grade students. The lesson would take much longer if used as an individual lab in order to provide time for students to learn how to use the software. At the 6th grade level I think that it would more effective to use as a whole class activity. This would allow students to focus on the concepts and not get bogged down with instructions on how to use the software. Prior to this activity students should have learned the basic concepts of Motion, Distance, Speed, Velocity, and Acceleration. This activity is different from what I have done in the past. When teaching this concept to 9th graders I displayed the different types of graphs on the board and as a class we interpreted the motion. I think having students act out the motion provides for deeper understanding.
Challenge Graphs: Combine two or more types of motion and have students attempt to match. You could also have students come up with their own challenge graphs and have other students try to match it.
Challenge Graphs: Combine two or more types of motion and have students attempt to match. You could also have students come up with their own challenge graphs and have other students try to match it.
Assessment
Students will be assessed on the worksheet they hand in and the success of the Motion Graph Challenge.
Standards
Strand: Physical Science
Sub Strand: 2. Motion
Standard: 1. The motion of an object can be described in terms of speed, direction and change of position.
Benchmark: 6.2.2.1.2 For an object traveling in a straight line, graph the object's position as a function of time, and its speed as a function of time. Explain how these graphs describe the object's motion
Sub Strand: 2. Motion
Standard: 1. The motion of an object can be described in terms of speed, direction and change of position.
Benchmark: 6.2.2.1.2 For an object traveling in a straight line, graph the object's position as a function of time, and its speed as a function of time. Explain how these graphs describe the object's motion