Krista Fay Hook June 2014

Lesson Plan #2 Constant Velocity

Overview
In this lesson, students will begin to understand velocity and what it means as a type of
motion. They will also be able to interpret graphs of distance over time, know what each
part of that graph means, and how to pull more information about the objects motion,
such as what the terrain might look like.

http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2010-science-physicsi.pdf

Process Standards
Apply standard techniques in laboratory investigations to measure physical quantities in
appropriate units and convert quantities to other units as necessary.
Clearly communicate their ideas and results of investigations verbally and in written
form using tables, graphs, diagrams and photographs.

Reading Standards
11-12.RS.8 Evaluate the hypotheses, data, analysis, and conclusions in a science text,
verifying the data when possible and corroborating or challenging conclusions with other
sources of information.
11-12.RS.3 Follow precisely a complex multistep procedure when carrying out
experiments or taking measurements; analyze the specific results based on explanations
in the text.
11-12.RS.4 Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific context relevant to grades 11-
12 texts and topics.

Writing Standards
11-12.WS.2 Write informative/explanatory texts, including scientific
procedures/experiments.
11-12.WS.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
11-12.WS.7 Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
11-12.WS.10 Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.





Krista Fay Hook June 2014
Content Standards
P.1.1 Using motion, maps, graphs and algebraic equations, describe, measure, and
analyze constant acceleration motion in one dimension in terms of time and the
vector quantities of displacement, velocity and acceleration.
P.1.2 Using motion, maps, graphs and algebraic equations, describe, measure, and
analyze constant acceleration motion in two dimensions in terms of time and the
vector quantities of displacement, velocity and acceleration. Consider specifically
projectile motion and uniform circular motion.

Engagement
Begin by asking the following:
Who thinks there is a difference between velocity and speed?
There is a difference. What do you think that is?
Why is the difference important?
When a car is going down the road, how do we know how fast it is going?
How do we measure the velocity of the car, how do we measure the average
velocity of a car overtime?
Essential Questions
What is the difference between velocity and speed?
How is distance and time related to velocity? To average velocity?
How do you read a distance over time chart? What is being represented by the slope?
How do you best measure change in distance over time?
How do we know the velocity is constant? How can we measure that?
Objectives
The students will be able to
Know what the difference between velocity and speed are.
Know distance over time is velocity.
Know change in distance over change in time represents average velocity over that
distance and time.
Know how to figure out if velocity is constant or not and verify with data.
Know how to read a distance over time chart.
Know what units are expected of velocity and why.
Know how to graphically take distance and time data and then graph that data.
Know how to calculate average velocity from distance over time graph.
Procedures
Provide toy cars which run on motors and further equipment.
Have the students complete constant speed activity sheet provided at end of this lesson.
Co-Teaching Model
both teachers monitor students during predictions and laboratory investigations
Krista Fay Hook June 2014
Resources/Materials
Faster Toy Motor Cars with approximately constant speeds
Slower Toy Motor Cars with approximately constant speeds
Stop watches
Meter sticks
A stretched out flat area for runways
Assessment/Evaluation
Laboratory worksheets will be accompanied by a brief page lab report explaining
what they did and learned while doing the experiment. It will be assessed according to
participation, method of measurement, minimization of error, and intuitive. Also will be
assessing both engagement and minds on learning.
Informal questioning/discussion at conclusion of lab to discuss data and why some might
be different than others.
exam and/or quiz questions asking students:
o What is the difference between velocity and speed?
o What two types of units make up a velocity?
o Solve velocity questions based on distance and time given.
o Solve velocity questions based on chart given.

























Krista Fay Hook June 2014






Constant Velocity (Speed)

Objectives:

Use standard units to investigate constant velocity (speed) movement.
Graphically represent this motion.
Determine average velocity (speed) as the slope of a Distance vs. Time graph.


Equipment: battery operated vehicles, stopwatches, meter stick or measuring tape


Procedure:

PART 1

Choose an open area with a level floor.
Complete Table 1 by timing the faster vehicle as it travels the indicated
distances.
Use two stopwatches and perform two time trials for each distance.
Average the four time measurements for each distance.

Table 1: Times to Travel Specified Distances Faster Car
Distance,
cm
Time, seconds
Average
Time, sec
Trial 1 Trial 2
Timer 1 Timer 2 Timer 1 Timer 2
0 0 0 0 0 0
50
100
150
200
250
300

Repeat these procedures using a slower toy car.

Table 2: Times to Travel Specified Distances Slower Car
Distance,
cm
Time, seconds Average
Time, sec Trial 1 Trial 2

Krista Fay Hook June 2014
Timer 1 Timer 2 Timer 1 Timer 2
0 0 0 0 0 0
50
100
150
200
250
300

Use the distances traveled and the average times to make Distance vs. Time
graphs for each toy car (always named as y vs. x). Label these and all graphs
as directed in class.
Use a ruler to draw smooth curves through your data points.
Determine the slopes of each graph. The slopes, given with the units
associated with the y- and x-axes, are the average velocities (speeds)
of the vehicles.
Write the speed of each vehicle on the graph next to the line.

PART 2

Complete Tables 3 and 4 by
measuring the distances each
vehicle travels in the specified
times.
Perform two trials for each
specified amount of time.
Average the distance
measurements for each amount
of time.
Use the average distances
traveled and the times to make
Distance vs. Time graphs for
each toy car (always named as
y vs. x). Label these and all
graphs as directed in class.
Use a ruler to draw smooth
curves through your data points.
Determine the slopes of each
graph. The slopes, given with the
units associated with the y- and
x-axes, are the average velocities
(speeds) of the vehicles.
Write the speed of each vehicle
on the graph next to the line.

Table 3: Distances Traveled in Specified Times Faster Car
Time, sec
Distance, cm Average
Distance,
cm
Trial 1 Trial 2
0 0 0 0
2.0
4.0
6.0
8.0
10.0


Table 4: Distances Traveled in Specified Times Slower Car
Time, sec
Distance, cm Average
Distance,
cm
Trial 1 Trial 2
0 0 0 0
2.0
4.0
6.0
8.0
10.0


Krista Fay Hook June 2014


Questions:

Did the vehicles appear to maintain constant velocities (speeds)? _____

How can you tell by looking at a Distance vs. Time graph if the velocity
(speed) is constant?

How does the Distance vs. Time graph of the faster car compare with the
graph of the slower car?

Why should you use multiple timers?
Multiple TIMERS help ensure that
______________________________________________________
_________________________________________________________________
________________.

Why should you use multiple trials?
Multiple TRIALS help ensure that
______________________________________________________
_________________________________________________________________
________________.

Why was it valuable/necessary to take incremental time and distance
measurements, rather than just simply measuring one single distance and time
and dividing to get an average speed?

Which method of determine the average speed timing for specified distances or
measuring distances for specified times do you think is more accurate?
________________________________ Why?

Krista Fay Hook June 2014